The goal of needs analysis is to collect information that can be used to develop a profile of the language needs of a group of learners in order to be able to make decisions about the goals and content of a language course. However, other factors apart from learner needs are relevant to the design and implementation of successful language programs. Language programs are carried out in particular contexts or situations. Clark (1987, xii) comments:

A language curriculum is a function of the interrelationships that hold between subject-specific concerns and other broader factors embracing socio-political and philosophical matters, educational value systems, theory and practice in curriculum design, teacher experiential wisdom and learner motivation. In order to understand the foreign language curriculum in any particular context it is therefore necessary to attempt to understand how all the various influences interrelate to give a particular shape to the planning and execution of the teaching/learning process.

The contexts for language programs are diverse and the particular variables that come into play in a specific situation are often the key determinants of the success of a program. Some language curricula are planned for centrally organized state school systems where a great deal of direction and support for teaching is provided. Others take place in settings where there are limited human and physical resources. Some proposals for curriculum change are well received by teachers, but others may be resisted. In some situations, teachers are well trained and have time available to plan their own lesson materials.