My penultimate chapter makes a gesture toward the event that closes previous discussions, that is, the 1957 launching of the Russian satellite Sputnik. The response to this event is well known: The United States found itself ill-prepared linguistically to respond effectively to this challenge. The public and political reaction to this event was one of shock and self-questioning. Calls for additional language training were issued, and the Audio-lingual method entered into its heyday. A new era of language instruction had begun. A new best method had been found. A new iteration of the now familiar cyclical methodological cycle had been launched along with Sputnik. In the history of foreign language education, the “Sputnik moment” became a critical turning point.