This study followed longitudinal achievement data from Hispanic students with limited proficiency in English who participated in a pilot instructional program. The program involved bilingual curriculum content (BCC) in the home language and was initiated in the winter of 1983-84 and continued through the 1986-87 school year. Six elementary schools were randomly assigned to the BCC strategy and six were randomly assigned to the No-BCC strategy; all 12 were in the Dade County (Florida) Public School system. Two cohorts of Hispanic kindergartners beginning kindergarten in the winter and fall of 1984 were followed for 2 years (until the end of their respective second grade). A pretest-posttest comparison group design, using content achievement tests, was used. Achievement tests were administered in English and Spanish. A separate one-way analysis of covariance was conducted for each test. At the end of the second grade for students in the first cohort and first grade for students in the second cohort, there was no appreciable improvement in achievement for students in the BCC program. Students in the control curriculum scored no worse than did their BCC counterparts in achievement tests. The amount of time devoted to home language instruction should be increased, and the methodology and materials used in bilingual curriculum instruction should be examined. Descriptions of the five achievement tests used and three data tables conclude the document. (TJH)