The level of bilingualism of high school students entering Ottawa bilingual programs after having attended early- or late-immersion French programs in elementary school was evaluated by comparing student test scores to outside criteria. On a reading and grammar-based test, the immersion students did not perform as well as native francophone students, but performed creditably by comparison. Tests of speech skills showed that the majority of students are able to communicate but with some hesitation, errors, and vocabulary limitations. Speech skills appeared to be the least well-developed, and listening comprehension was the strongest skill. (Twelve data tables and two figures are appended.) (MSE)