This paper presents the findings of the last completed evaluation of a partial immersion program in St. Thomas, Ontario, which involves the use of French as the medium of instruction for half the school day and English for the other half, beginning in Grade One. Unlike the previous evaluation, in the current one a Canadian-normed instrument was used. As in the past, differences between the immersion and comparison groups at each grade level were analyzed through one-way analysis of variance as well as analysis of covariance using age and IQ as covariants. The results are specified and put in relation to previous findings in two ways: longitudinally, as they relate to data from previous evaluations for the same group at earlier grades, and where applicable, "replicationally," as they relate to data from previous evaluations for the same grade level. Findings are reported and interpreted for IQ scores, measures of English language skills, mathematical concepts and total mathematics scores, work-study skills, and the composite measure of skills tested, science achievement, and French performance. The results are generally positive with respect to the partial French immersion program. (AMH)