Sheltered English is a method of instruction for limited-English-proficient (LEP) students based on the Canadian model of immersion education in which content is taught in English and made comprehensible to the students by special instructional techniques. The goal of the program is to enable the LEP students to acquire high levels of oral English proficiency while simultaneously achieving in academic areas. This study describes the theories underlying these programs, instructional techniques characteristic of sheltered English, and proposed curriculum designs. A questionnaire was administered to the teachers in the San Diego Unified School District's elementary school sheltered English program. The purpose of the questionnaire was to gather information about the program, examine the teachers' attitudes toward it, and identify areas in need of further research and development. The questionnaire results indicate that the teachers think the program is very effective. The program's strengths and weaknesses are discussed, and recommendations for modifications in program organization and curriculum design are made. The sheltered English Questionnaire is appended. (Author/MSE)