Evaluation of a county system of intensive language instruction in special language centers, including subject-area instruction in social studies, science, and mathematics, for limited-English-speaking high school students found improvement in program consistency, retention, enrollment, and completion. The program was found to be helpful to students both in further schooling and in the work world, with the majority of graduates continuing education and planning careers in popular professional fields. About one-fourth of the graduates felt underprepared to handle regular English language subject-area classes or to write English on the job, with recent graduates more positive about their preparation than earlier graduates. Students currently served by the intensive language centers were likely to spend most of their time as English-as-a-second-language or bilingual program students, since the number of courses offered for credit toward graduation has been substantially increased. Further examination of the comparability of intensive language program and mainstream program results and monitoring of the progress of mainstreamed program participants are recommended. (MSE)