This paper will examine educational reforms which have taken place in NSW and their impact on curriculum design, teachers and students in Languages Other Than English (LOTE) education. LOTE education or so called foreign language education was not regarded as a key learning area in NSW schools until 1990. " Having been the neglected orphans for so long, language teachers are now to be given an important place on the school timetable" (Eltis 1991). The NSW Educational reform report: Excellence and Equity issued in 1990 has raised the profile of LOTE education and put LOTE into one of 8 key learning areas. This has played an important role and resulted in some significant changes in LOTE education. The report identified public demand (political, educational, business and community) for a raising of the priority of LOTE in the education system. The implementation of the report has enjoyed widespread support at all levels of the NSW educational system. LOTE has been supported at a state and federal political level as a priority area in terms of the national education agenda. Whilst emphasis has been placed on establishing curricula which will satisfy the stated demand for LOTE into the future much needs to be done in providing adequate teachers and teaching resources.