This report describes an evaluation of the effects of the early and grade 7 immersion programs on the English and French language skills of students at the end of grade 7 in Montreal. Tests of English language skills were administered to early immersion, grade 7 immersion, and English control students. Tests of French language skills were administered to the same groups and to a group of seventh grade native French speakers. A questionnaire designed to measure attitudes towards various ethnolinguistic groups was administered to the three groups of Anglophone students. A language use questionnaire determined students' use of French in and out of school. Results show that: (1) immersion programs are not detrimental to the development of English language skills or to academic achievement of children in such programs; (2) early immersion has a greater impact on the development of French language skills than does seventh grade immersion, but that the latter fostered the development of speaking skills; (3) at the end of the seventh grade, neither the early nor grade 7 immersion programs appear to have had any ameliorative effect on the attitudes of English Canadian students towards French Canadians and European French people; and (4) immersion students use French more outside of the classroom than do control students. (CLK)