This edited volume was inspired by Rosenthal's belief that it is becoming increasingly more important for American students to know more than one language and that greater collaboration among educators at colleges and universities will not only be beneficial for the programs and their students but will also “promote a more language-competent society” (p. ix). Unfortunately, because of institutional or disciplinary boundaries, many educators involved in a particular type of second language program may be unaware of colleagues with similar concerns. This book attempts to bridge this gap by showcasing a wide variety of undergraduate programs that share the aim of promoting bilingualism among their students.