Project SPEED, which is housed at Fort Hamilton High School in Brooklyn, New York, provides instruction in English as a second language (ESL) and in the student's native language, as well as bilingual instruction in social studies, computers, and typing to 366 students of limited English proficiency (LEP) in Grades 9-12. In 1983-84, all of the program's students were born outside the United States. Almost half of them were Hispanics, and the remainder were Asian and Middle Eastern in origin. To achieve the program's central goal of dropout prevention, its bilingual instructional approach was transitional in nature. Individualized programs were planned for each student and classes were taught by both mainstream and resource teachers to heterogeneous groupings. In addition to instructional services, the program activities included student support services, curriculum development, staff development, parent involvement, and an advisory committee which addressed areas of program improvement. Student achievement data indicates that most students progressed in all subjects except mathematics at rates which matched the program's proposed criteria, and the attendance rate of program students was significantly greater than the schoolwide rate. Moreover, the program's dropout rate was significantly lower than the schoolwide rate. To improve the program's overall effectiveness, it is recommended that the program: (1) introduce more individualized approaches, such as grouping, to instruction in certain areas; (2) continue curriculum development and, if possible, bind materials rather than distribute them singly or in packets; (3) hold more formal staff meetings and planning sessions; and (4) strengthen the program's counseling component in the area of preventive group counseling. (KH)