A two-year study of "Learning Disabilities Found in Association with French Immersion Programming" indicated that children who encounter difficulty in primary French immersion programs may have a specific learning disability characterized by a maturational lag in the temporal lobe regions of the brain. In addition, it was found that biographical and background variables also identified in the study may be related to success and failure in such programs. This report discusses the first phase of a three-year follow-up investigation whose purpose is to identify a set of variables predictive of success or failure in primary French immersion programs. The subjects of the study were 1,000 four-year-olds in 77 kindergartens. Biographical and background information and teacher ratings were obtained for all. Two hundred children who would be enrolled in French immersion classes were also given the Early Identification Assessment Battery (EIAB). Results indicated describable patterns of differences in terms of family characteristics, preschool experience, parental attitudes and educational goals. The validity of the informal criteria used by teachers to recommend French immersion or the English program will also be assessed in the longitudinal study. The predictive validity of data from the EIAB as well as the personal data and teacher ratings will be assessed against criterion measures of achievement in French and English to be obtained in the Spring of 1978 and 1979. Questionnaires, checklists, statistical data, and a list of test names and abbreviations are appended. (Author/AMH)