In 1985-86, Project COM-TECH offered bilingual individualized instruction to 300 limited-English proficiency students at two New York City high schools (Bushwick in Brooklyn, and Brandeis in Manhattan). Using an enrichment approach, the project provided supplementary instruction in English as a second language (ESL), native language arts, and native language instruction in mathematics, science, and social studies. In the first year of a three-year funding cycle, the project was not able to realize all of its original goals. Installation delays prohibited the opening of a bilingual computer-education enrichment center at Brandeis, and funding delays stalled the work of a resource specialist at Bushwick. Project goals were not met in the areas of staff development and parental involvement, but student achievement objectives were met in ESL, native language arts, content areas, and student attendance. Day-to-day operation of the program might be improved by: developing closer contact between Brandeis and the central office and between the staffs of the two participating sites, improving the physical space of the computer centers at each school, and collecting all the data necessary to assess all program objectives. (KH)