The purpose of this study was to examine some correlates and consequences of a four-day trip to a French-speaking community by 153 grade eight English Canadian students. The major findings are that: (1) Parents of the participants in the excursion differ from those of the 183 non-participants not in terms of socioeconomic status or educational level, but in attitudes concerning the value to their children of having contact with French Canadians, learning French and becoming bilingual; (2) Parental sociocultural attitudes, attitudes toward French television exposure and toward French as a school subject are significantly related to their child's language-related attitudes and motivation, but not to the child's French proficiency; and (3) Students who have more interaction with French Canadians, as assessed by either self report or peer judgments, return from bicultural excursions with more favorable attitudes toward the community and the language, less anxiety when using the language, and more intention to speak it than non-participants. (Author/AMH)