This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The major goal of the program was to promote the acquisition of English language skills needed for mainstreaming within a 2-year span, while nurturing strong personal and ethnic identity in the students. Supportive services were provided for staff development, career counseling, and parental involvement through home visits. Evaluation findings for 1981-82 indicate that students were meeting program objectives in English language development, and achieving high rates of passing in native language arts. Passing rates varied in content area courses. In addition, the attendance rate of program students was higher than the average school wide attendance. Recommendations to enhance program effectiveness are made in this report. Statistical data on staff characteristics are appended. (AOS)