The results of surveys of early- and late-entry French immersion program graduates in Ottawa and Carleton, Ontario are reported and discussed. The majority of respondents were graduates who had transfered from early-entry immersion programs to bilingual programs in grades 7, 8, or 9, graduates of the full late-entry immersion program, and graduates who had followed high school programs emphasizing French instruction. The survey questions concerned the students' educational background, activities since leaving school, exposure to French in courses and in other situations, self-assessed French proficiency and changes in proficiency, recommendations about French instruction, attitudes about the role of universities and colleges in language instruction, and plans for the future. Results show a typical profile of a student who followed a bilingual educational path in high school, took a university program in arts or science, and had some job experience in which French was used. Most thought that French skills would be an asset in the job market and had confidence in their own language skills, despite some sense of decline in skills since leaving school. (MSE)