An examination of the effectiveness of English-Ukrainian partial immersion programs in Alberta, Saskatchewan, and Manitoba looks at research already done in five areas: student achievement in English language skills, Ukrainian language skills, academic subjects other than English or Ukrainian, students' cognitive development, and students' social and psychological adjustment and perceptions. Weaknesses found in the research methodology are discussed, and it is concluded that these weaknesses bring many of the research results into question. Further testing of English-Ukrainian partial immersion programs using more carefully monitored methods and variables is recommended. (MSE)