Global awareness and cultural literacy are themes associated with contemporary learning outcomes. While these outcomes may be achieved through enhancements in social science and English curriculums, they are manifested in world language instruction. Some school leaders seek to diversify their world language offerings. While languages such as Mandarin Chinese and Arabic may be useful languages for students to learn given their importance to global economic and political issues, adding a new language carries with it significant risk. It can negatively impact a school’s existing language program(s), schedule, and bottom line. ISM has cautioned schools to evaluate this issue before adding a new language in lower schools, and seeks here to help guide those considering it for their middle and/or secondary school.