In the fall of 1971, a Spanish immersion program was initiated in kindergarten at the Linwood Howe Elementary School in Culver City, California. The original (pilot) group was in grade 2 at the time of this study, which focused on the pilot group in grade 2 and the follow-up group at grade 1. The major questions examined were: (1) Are the students suffering a deficit in English oral and reading skills? (2) How are the students progressing in Spanish oral and reading skills? (3) Are the students achieving at grade level in a non-language subject matter, i.e., mathematics? (4) What are the attitudes of the participating students, teachers, and parents toward the Spanish immersion program? The findings indicate that the students are: (1) not suffering a deficit in English oral or reading skills; (2) progressing satisfactorily in Spanish oral and reading skills; (3) achieving at grade level in mathematics; (4) developing positive attitudes toward the Spanish language and culture, and toward foreign language learning in general. Both the immersion teachers and parents strongly supported the program and advocated its continuation. (Author/KM)