First year planning and implementation of the Portland (Oregon) Partial Immersion Program in Spanish--an elementary magnet program providing a total language experience in a multi-cultural setting--were assessed. The program uses both Spanish and English to instruct students; half of the instructional day is conducted in each language. The program's current status was assessed in terms of program planning, student selection, parent support, student attrition, and student outcomes. In all, 102 kindergartners and first graders participated (57 city-wide, 24 in Ainsworth, and 21 Hispanic). Interviews and questionnaires were used to gather information from these students and their families, with responses from 82 families. Achievement was measured for first graders by the Iowa Test of Basic Skills. Classroom observation determined proficiency in Spanish. Major findings were: (1) the program was successfully planned and implemented; (2) it kept within its guidelines for participation by students from different population groups; (3) the level of student attrition was low and did not pose a problem for student learning or program operations; (4) parents supported the program and school activities; (5) achievement in English acquisition was below peers on the national test, but consistent with a lag found in other immersion programs; and (6) Spanish proficiency improved as expected. Nine data tables are provided. Sample classroom schedules, the evaluation plan, the parent survey, and the observation instrument are appended. (SLD)