The purpose of this study was to evaluate French programs in Alberta. Evaluation teams visited schools in four jurisdictions; each school jurisdiction provided a representative sample of 50 non-Francophone students at each of the grades 6, 9, and 11, and a sample of 25 dropouts from the program in each of the grades 6 and 11. Tests and questionnaires were designed to determine: the attitude of students and teachers to existing French programs; the reaction of students to proposed activities in revised French programs; the attitude of parents and students to the study of French in general; and students' levels of performance in aural comprehension and oral French expression. Specifically, students were tested on aural comprehension, question-answering ability, task completion, descriptive ability, and question-asking ability. It was found that: (1) there is considerable support for learning French; (2) ability to use French effectively increases appreciably at each grade; (3) students do not think they will be sufficiently fluent by the end of grade 12; teachers tend to agree; (4) students at all grades are weakest in aural comprehension and question-asking skills; and (5) parents and elementary school students and teachers see cultural understanding as a major objective; secondary-level students do not. Five recommendations are made on the basis of this study. Statistical data is provided; and parent, student and teacher questionnaires are appended. (Author/CFM)