The success of various French immersion programs in Canada and of one Spanish immersion program for English speakers in Culver City, California, has prompted the author to define "successful" and to attempt to identify ingredients desirable in an immersion program. A tentative 14-point checklist for a successful immersion program is provided, both for English speakers learning through immersion in another language and for non-English speakers learning through English immersion. Nine ingredients which have not been present in the so-called English "immersion" of, for example, Mexican Americans in the U.S. Southwest are identified. Other factors which may mitigate against the success of an immersion education are noted. In conclusion, it is noted that immersion education for non-English speakers is still a research question and needs to draw as much as possible on those ingredients that have made immersion work for the English-speaking child. (Author/AM)