This research aims at determining one or more language learner profiles at the end of compulsory education in the Belgian French-speaking Community (CFB). As is clearly stated in the title, this piece of work is very practical in nature. The aim is to provide guidelines and suggestions for forthcoming reflections on the curriculum for foreign languages in the CFB. The term "profile" stipulates that this research does not deal with methodological issues. For the first time in the CFB, the research tries to establish a set of priorities as far as content in the field of foreign language learning (FLL) is concerned. The concept of "threshold" suggests the idea of proficiency level. This level of proficiency is described along the guidelines of the Common European Framework of Reference for Languages (CEFR). The whole research is based on three major components: a theoretical part, a language learners' needs identification and a level description. First, as an introduction to the theoretical part, comes the analysis of the current educational system in the CFB, its developments and the related needs that have to be met. Then, the theoretical part concentrates on the present syllabus for FL. This led to a detailed discussion of the concept of "competence" and precisions regarding three central notions of present day FLL: communicative competence, task and task categories. The second part, the needs identification process, brought forward some priorities that ought to be taken into account when determining guidelines for FLL in the CFB. Not only approximately 150 higher education teachers, but also around 3000 first-year students and 500 secondary school teachers took part in different polls. The triangulation brought out 6 priority themes and three predominant skills. At last, on the basis of the information we gathered and cross-checked, we have been able to design the third part of the research. Indeed we have established differentiated proficiency levels for each proficiency domain. These levels have been ...