The third year of an individualized multimedia bilingual magnet school project for limited English proficient students in Philadelphia was evaluated. Bilingual multimedia learning centers were operated at each of the two sites. At the elementary site, pupils from Korean, Spanish, and Portuguese backgrounds received bilingual instruction and were provided with materials for individual and small group instruction. At the secondary site, computer-aided instruction was offered in addition to other bilingual instruction to students of Chinese, French, Italian, Korean, Spanish, and Vietnamese speaking backgrounds. English comprehension and reading skills were accelerated by participation in the project, while English speaking skills progressed at a rate comparable to that of similar students city-wide. In addition, attendance and student retention objectives were met. (Author/RW)