This preliminary report describes an ongoing investigation begun in September 1970 of how Anglophone children with language-learning disabilities fare in French immersion programs. Their progress has been followed from Kindergarten to Grade 3, with positive preliminary results. The children have learned to read in both English and French; their school achievement is adequate; and they can understand as well as communicate in their second language with some facility. Furthermore, their first language acquisition does not appear to have been retarded by this educational experience. This report is considered preliminary due to the small number of children studied. But it is hoped that in several years the size of the experimental group will have increased enough to warrant drawing more general conclusions than is presently possible. (Author/AM)