This report describes a districtwide evaluation of the instructional services provided to English language learners (ELLs) enrolled in Structured English Immersion classrooms in grades 1-3. The program uses two models (teaching in English, with the primary language for clarification, and teaching primarily in English, with other instruction in the primary language). The report presents background information; describes study methodology (sample selection; data collection via classroom observations, interviews, and work samples; and data analysis); and reports findings. Classrooms included students in different grade levels, students assigned to different structured English immersion instructional models, and students with three or more different English language development levels. The predominant language of instruction was English. Listening, oral reading, oral speech production, and writing were most often observed. There were few English language development lessons or experiential hands-on learning activities, and very little primary language support was seen. Considerable confusion occurred about the definition and implementation of the two Structured English immersion models, resulting in uneven implementation of the program. Teachers noted a lack of resources and training. They also reported that parents could not help students with homework. Seven appendixes include information on the study and tables and charts on ELL education. (SM)