A grant from the German federal government and the support of the Goethe Institute, Atlanta, made it possible to bring together a group of fifteen high school teachers from the southeastern United States for an intensive workshop in German during the summer of 1981.' The rationale, structure, and results of this total immersion seminar are described in this report in the hope that they will inspire other high schools to encourage a new approach to language instruction. Questionnaires returned by the workshop participants indicated that teachers are frustrated. The pressures of overloaded classrooms, high teaching loads, uninspiring textbooks, unsympathetic administrations, and a lack of self-confidence in the use of the target language are hindering effective language instruction. After years of research on a variety of methods, the Department of Germanic and Slavic Languages and Literatures at the University of Florida discovered that the key to effective language education lies in the development of communicative skills.2 In 1978, with a grant from the Exxon Corporation, we established the UF Language Communication Model. Experimentation with the new interactive approach first at the university and then in high schools brought encouraging results.3 However, the communication model requires an attitudinal change on the part of most instructors, making teacher reeducation essential for successful implementation. Thus, it became the objective of the workshop to expose high school teachers to some of the most important components of the model: