A study was undertaken of the problem presented by the presence of students of limited French-speaking ability in French schools or in French-language sections of the Ontario school system. Questionnaires were sent to elementary and secondary school teachers and principals, directors of education, and students in secondary schools. The students were divided into four language groups according to the language spoken at home. The five chapters of this report deal with the following matters: (1) a quantitative and qualitative analysis of the data gathered from the questionnaires that were addressed to elementary school teachers; (2) a study of the extent of the problem on the secondary level, with emphasis on linguistic behavior; (3) the number and function of admissions committees and the criteria on which they base their decisions; (4) organizational strategies on both elementary and secondary levels; and (5) methodological strategies, both psycholinguistic and pedagogical. Pertinent documents such as the questionnaires, admissions criteria, reports, and tables are included in the appendices. (AMH)