A study was conducted to assess social and political factors affecting the implementation of French immersion in northern Ontario, Canada. Using a sample of eight boards in Northeastern Ontario communities, data were obtained by interviewing 17 French immersion principals and 52 immersion teachers. Data were also obtained by surveying all immersion parents associated with the 17 immersion schools, as well as immersion students in grades 6, 7, and 8. Analysis of the qualitative and quantitative data revealed that immersion children constitute a de facto elite group of students in the public and separate school systems. Parents' socio-economic status is discussed in the context of program implementation issues. Recommendations are made for improving the implementation of French immersion programs. The study suggests that the failure to develop adequate long-range implementation plans has hindered the smooth operation of these programs internally and has increased hostility needlessly among teachers and community groups external to the programs. These tensions seem to call into question the Canadian federal policy-makers' claims that French immersion as a strategy for achieving bilingualism in education is likely to reduce tensions between Anglophone and Francophone groups. Appendices include letters, questionnaires, bibliographies, and tables. (Author/AMH)