The program discussed in this evaluation provided instruction in English as a second language and native language arts, as well as bilingual instruction in numerous subject fields and career education to approximately 200 Spanish-speaking students of limited English proficiency in grades 9 through 12. The philosophy of the program, which was conducted at Walton High School in the Bronx (New York City), was one of transition, equipping students with the language skills, career awareness and orientation, and general skills necessary for smooth transition from school to the job market. Program staff provided instructional and support services and staff development activities. Evaluation of the program's second year achievement data indicated that many of the program objectives were met by participating students, particularly in the areas of English syntax, native language arts, and social studies, and that the attendance rate among participants was higher than the school-wide rate. Many of the noninstructional activities (resource and curriculum development, academic and career counseling, and staff development) were also judged to be successful. The evaluation concludes with several recommendations, focusing on: (1) establishment of a resource center; (2) systematic followup of participants who are mainstreamed; (3) the need for a bilingual secretary; and (4) revision and modification of the program's proposed scope. (GC)