The first in a planned series of three annual evaluations of an innovative French second language program in a Quebec (province) school district includes a brief program description, discussion of the evaluation methodology, and presentation of the results of the Spring, 1984 testing that is the focal point of the evaluation. The evaluation consists of a comparison of grade 3 and 4 student performance and student perceptions of achievement and performance in French in the Lennoxville enriched language program, which is based on a thematic modular cyclic approach, and in two other districts (only one district was used for grade 3 comparison). The evaluation instruments were French listening and reading comprehension tests, verbal interaction analysis, and a pupil attitude questionnaire. The results indicate that students in the district under consideration performed considerably better than students following regular English programs on provincially monitored language tests, and as well in French reading as students following an enriched program in another district. Student attitudes about language use were found to be more positive than those in the comparison group. (MSE)