Beyond the Standards' influence on K-12 language education policy and continued discussions of their relevance and application to FL instruction and assessment, in university-level FL departments the tangible impacts of the Standards in shaping curriculum and classroom instruction have not been wide-ranging. This chapter identifies and discusses three factors that have contributed to the reception of the Standards in higher education in general terms and, more specifically, in terms of the advanced undergraduate FL curriculum. Based on the discussion of these three factors, I respond to the question of whether the Standards provide a framework adequate in addressing the critical challenge facing university-level FL programs today, namely the meaningful integration of language and content across the curriculum. Ultimately, I argue that the Standards need to be viewed as an important document within a historical continuum of pedagogical change even if the FL profession has evolved beyond them based on new institutional challenges and understandings of what it means to learn a foreign language.