A program for early identification of children who are a high risk for failure in a primary French immersion program was undertaken in Ontario, Canada. As the last year of a three-year project, the investigation was designed to identify a set of variables predictive of success or failure in the primary program. The predictive validity of measures obtained during the four-year-old kindergarten program in English was assessed in terms of criterion measures of academic achievement in English and French obtained in the five-year-old kindergarten French immersion program. Criterion measures were proficiency measures administered in both French and English, classroom behavior ratings, and parent ratings. Of the 200 children who were selected to undergo the Early Identification Assessment Battery in the spring of 1977, 184 were retested in the spring of 1978 using the Kindergarten Follow-up Assessment Battery. Important differences were found at the four-year-old kindergarten level for groups of high and low achievers formed on the basis of French comprehension percentile scores. Differences were also found among achievement groups formed on the basis of teachers' ratings of five-year-old kindergarten pupils. Follow-up assessments are planned for the spring of the grade one program. Sample questionnaires and rating forms are appended. (SW)