The Language Immersion Magnet (LIM) program was established in five San Diego (California) city schools to "immerse" students in a second language by providing a strong emphasis on basic academic skills taught in that language. The primary language--English--is introduced later (as late as grade 3). This study attempted to describe the program and determine the English academic skill level of 79 fifth graders enrolled in the Spanish immersion magnets at Horton and Longfellow, and in the French immersion magnet in Knox. A representative sample of 27 classrooms was used to include all grade levels. Data were collected via interviews with teachers, classroom observations, teacher surveys, and administration of the Comprehensive Tests of Basic Skills, Form U. It is recommended that: (1) clear and specific goals and objectives be drawn for the LIM project; (2) recruitment, selection, and placement of participants be continued as presently implemented; (3) teachers continue employing the techniques currently used within the program design; (4) the Second Language Education Office provide information and training in the area of second language acquisition to teachers and instructional aides; and (5) an evaluation study be conducted to examine achievement in both the primary and second language of LIM program participants. The LIM Program Interview Form 86-87, Observation Checklist, and Evaluation Project Survey and Survey Summary are appended. (TJH)