This overview of research focuses on the characteristics of immersion programs in the Ottawa area. These are primary-entry, late-entry (grade 6 or 7), and secondary level bilingual programs. The following matters are treated: tests and testing conditions; comparisons with Canadian Public Service language requirements; comparisons between groups within the two boards; evaluation of the communicative competence of immersion students in both speaking and writing; and ongoing evaluation of certain cohorts of students. Some of the data discussed are the increasing numbers of English-speaking high school students who are graduating with nearly half their high school credits obtained through courses taught in French; comparisons of students' language proficiency at grade 8 and grade 10; achievement levels reached by late-entry students in grade 12; comparisons using normative data from a test developed for French-speaking students in Quebec and from tests given by the Public Service Commission of the Canadian federal government. Some of the findings from recent investigations have emphasized students' levels of French proficiency; the achievement of immersion students in mathematics and English language skills; and the patterns of retention and transfer in these programs. (Author/AMH)