An evaluation of the Honolulu (Hawaii) School District's program of supplementary instruction to limited English proficient students is presented. The program was designed to aid in the adjustment to the American culture and school life in Hawaii. The evaluation addressed whether the program is meeting its objectives, whether English second language (ESL) instruction, as contrasted with bilingual instruction, should be continued, whether the program's pull-out design should be continued, and how program costs relate to outcomes. Results show that participants are making gains in oral English, reading, language arts, and mathematics beyond expectations of comparable students in the regular classes, as measured by standardized norm-referenced tests. In narrowing the achievement gap caused by their limited English proficiency, the students have in many instances surpassed the national growth norms. In addition, the students are generally doing satisfactory or better work in the regular classroom. It is concluded that the pull-out setting and ESL instruction are cost-effective. (MSE)