Alternative programs for teaching French as a second language in Ottawa and Carleton schools were evaluated. The study included a cross-sectional replication of previous French listening comprehension testing of grade 4-8 students in the core French program, French proficiency testing of grades 10 and 12 primary and late entry immersion students, and tracing and followup of high school students in the alternative programs. Among the core French students, it was found that those who had greater exposure to French instruction scored higher on listening comprehension and that scores increased with grade level. Among the immersion students, the early immersion group scored higher on measures of French proficiency. The followup data showed that a majority of early and late entry immersion students had chosen to remain in a bilingual program in high school. (RW)