This paper contains remarks concerning the accomplishments and problems of the English-as-a-second-language program implemented at the Kalakaua Intermediate School in Hawaii for immigrant students as they enter a new, American culture. One of the greatest problems faced by the program is deciding which sections of regular classes the newly arrived students should enter to help them most in their process of acculturation. A discussion of the negative and positive results of placing these students in faster, regular classes is provided. The program evaluation advocates personal contact with the students, a continuation of the individualization of instruction through the use of tutors, and a constant review of materials, methods, and the general program. (VM)