A report is given of student learning outcomes investigated over a one and one half year period on the Spanish Dame School Project. This project provided instruction in Spanish and English for approximately 100 children between the ages of three and six. A pretest-posttest control group design was used involving eight groups. Four tests were used on a pre-post basis in the evaluation of the project and control group children. Language acquisition was measured by three instruments: The Comprehension of Directions, Tests of Basic Competence in English and Spanish, and The Test of English Grammar and Vocabulary. School readiness was measured through five categories of the Inventory of Developmental Tasks (IDT). An analysis of the correlations among the project developed instruments revealed low intercorrelations among the tests, thus indicating that they are measuring separate skills. Children's family and background data were collected from a parent interview. Findings include: (1) In the area of oral development in Spanish, both the three and four year old bilingual project preschool students demonstrated greater growth than three control groups; (2) On a performance task for four and five-year olds involving the correct use of the past tense in Spanish, ten out of 26 second year bilingual preschool children were able to perform successfully as were five out of 14 bilingual kindergarten class children. In contrast to this, no children in any of the control groups were able to successfully perform this task. In the area of oral English development, the preschool groups showed greater gains than the comparison groups. (CK)