In 1983-84, the Bilingual Mini-School at Samuel Gompers High School of New York City, was in its first year of a three-year funding cycle. An evaluation was conducted to determine how well it had met its aim of preparing students of limited English proficiency (LEP) for career opportunities through vocational, technical, and academic education. Instruction in English as a second language (E.S.L.) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies, was provided to approximately 60 Spanish-speaking students of LEP. Also program students were assigned to an all-English exploratory vocational course to expose them to a variety of occupations. In 1983-84, curriculum development was delayed by the late arrival of Title VII funds, but program staff conducted extensive research on materials related to job survival skills, translated materials from English textbooks, and designed five student workshops on career awareness. Staff development activities included a pre-service orientation, monthly meetings, attendance at demonstration lessons, outside workshops professional conferences, and university courses. Efforts to involve parents in school activities were generally unsuccessful, so the program's parental involvement component was established as a priority for its second year. To improve the program's overall effectiveness, it is recommended that: (1) student achievement data be collected; (2) teacher-training activities be conducted on the role of the paraprofessional in the vocational classroom, teaching Spanish as a native language, and developing teacher-made materials; (3) more space be allocated to separate tutoring and couseling from administration activities; (4) teachers not acquainted with bilingual education be better informed; and (5) efforts be made to improve parent involvement. (KH)