This pilot study investigates the performance in French of five English-speaking children, who are enrolled in their sixth year of a primary French immersion program in a Toronto elementary school. From speech data obtained in individual interviews, an analysis is made of the students' control of the French verb system. The subjects are found to use verbs with almost as much frequency as native French speakers, but they produce a smaller variety of verb forms. One verb form that they appear in general unable to produce is the conditional. An analysis of how the immersion children endeavor to communicate the hypothetical function, commonly realized by the conditional form in French, reveals that they substitute a variety of formal simplifications, which have the effect of weakening, but not completely eliminating, the notion of the hypothetical. (Author/CLK)