This report examines the implementation of a five-day French immersion program whose goal was to expose rural secondary school students to French in cultural context, in order to develop cultural understanding and effective communication. Findings of the study show: (1) 14 percent of the program time was spent on instructional activity, 20 percent on culture, 28 percent on recreation, and 17 percent on social activities; (2) the three activities most highly rated by students were the talent night and banquet (cultural), free time, and afternoon activities (both recreational); (3) the most difficult yet useful activities were the instructional and evaluation programs and mealtimes; (4) instructional time was spent on vocabulary development, evaluation time on student discussions; (5) students felt they had made progress in their linguistic skills and that the monitors (assistants) had a positive effect on them; (6) conclusions were drawn about the immersion camp with respect to goal emphasis, learning versus leisure activities, advance preparation of students, scheduling, and monitor deployment; and (7) monitors and teachers offered a number of suggestions for future language camps. (Author/PJM)