A discussion of foreign language immersion instruction in elementary schools begins with a definition of immersion instruction and its goals. The history of the establishment of such programs in the United States and Canada is briefly described. A variety of program options available within the immersion approach are outlined, including early total, early partial, middle or delayed, and late immersion programs. Immersion program results are reviewed through recent research findings, including the effects on English skills, second language skills, and learning of subject material, as well as findings on the relationship of achievement in immersion programs to IQ and learning disabilities. Differences in program results related to program type (partial or total, late or early) are noted. The spread of immersion instruction in United States school districts is chronicled, and Milwaukee's program efforts and results are described. Finally, theoretical foundations of immersion methodology and links to other foreign language instructional approaches are examined. It is concluded that while there is great variety in the types of immersion programs currently functioning, and there are still areas needing further investigation, the approach is a sound one, contributing to both foreign language and native language skills. A list of references is appended. (MSE)