The Plattsburgh French Language Immersion Program (FLIP) is designed to enrich the education of majority-group children. In discussing evaluation methodology for FLIP, the general problems of evaluating a program are discussed, as well as reactions to details of the design developed by the research group for FLIP. Evaluation is distinguished from research as the determination of how well a particular program is working and what processes account for its effectiveness. The research design for FLIP is criticized in terms of the number of measures called for, the small size of the experimental and control groups which possibly influences results, the form in which hypotheses are stated, the way in which academic achievement is measured, and the fact that a number of variables are not controlled for. Questions raised concern which theory of child development will be the basis for research, how FLIP fits into such a scheme and the kinds of questions that need to be answered about FLIP, what kinds of data are needed to do justice both to underlying philosophical and theoretical questions and to FLIP, and how best to collect and analyze such data. (CLK)