This project, in the second year of a three-year funding cycle, serves approximately 100 Hispanic students of limited proficiency in both English and Spanish at two junior high schools. Both schools had high enrollments (over 50 percent) of Hispanic students and were located in economically depressed areas of New York City. Project goals include: (1) to reinforce English language skills, especially reading and writing; (2) to improve language arts skills in the students' native language (Spanish); (3) to offer counseling support services; and (4) to offer career guidance services. In addition, two students from a nearby high school served as peer tutors in English reading, and curriculum materials appropriate to the students' needs were developed. Implementation was delayed due to a reduced level and late receipt of funding, a change in sites, and difficulties finding and hiring appropriate staff. In spite of these problems, student achievement data indicate significant gains in English language development, native language mastery, and career awareness. Recommendations for the final year of project operation include an on-site location for the project director's office, a re-evaluation of the number of tutorials each student is expected to attend, and more complete collection of data necessary for assessment of the project's success. (MCK)