As global demands for ever-higher proficiency outcomes continue to rise, and local resources for domestic instruction diminish, language educators strive to create environments and curricula that can produce proficient students within economic and pedagogical constraints. Drawing on the experience of the National Language Flagship model and research in intensive instruction, this paper presents a model of instruction that incorporates standards-based reverse curricular design, flipped classroom, and a multi-tiered instruction/assessment plan that attempts to address issues of time/budgetary constraints and proficiency. Examples of in-class and out-of-class materials will be provided, as well as samples of student outcomes from this kind of curriculum.