The report evaluates the Bilingual-Bicultural Project conducted in 1981-82 at Clara Barton High School, in Brooklyn, New York, for 50 Spanish speaking students with limited English proficiency (LEP). The project was designed to provide tutorial support to LEP students and to enable them to be placed in one of the more challenging health profession majors offered at the school. Additional help was provided to students in both English and Spanish language achievement, and in content area courses. The project also sought to help students to organize their studies, develop learning skills, and bolster their motivation to remain in school despite financial, cultural, and academic pressures. Quantitative analysis of student achievement among participants indicates that: (1) Spanish speaking students mastered 1.7 objectives per month of instruction; (2) program students demonstrated gains in pre- and posttest reading scores; (3) students in grades 10 and 12 demonstrated gains in mathematics performance; and (4) program students had better attendance rates than the school average. The report offers several recommendations regarding data collection and recordkeeping, scheduling of tutorial sessions, assessment of program impact, additional second language assistance, more challenging native language classes, formation of a bilingual club, and modification of the program objective concerning the Criterion Referenced English Syntax Test (CREST). (AOS)