The Scholastic Transition and Resource System Program (Project STARS) sought to identify gifted and talented students of limited English proficiency and provide them with the help needed to succeed in advanced and basic content area and vocational/technical courses. The 1-year, federally-funded program served 321 students at 3 New York City high schools. Students received instruction in English as a Second Language (ESL), native language arts (for Spanish- and French-speaking students), content area courses, and career-related courses taught bilingually or with an ESL approach. Noninstructional activities included guidance/career advisement, staff development, parent participation, and curriculum development. Students met program objectives for mastery in ESL but not in content area subjects. Objectives were met for student attendance but not curriculum development. Lack of data prevented determination of whether guidance/career advisement, staff development, or parental involvement objectives were met. Recommendations for improvement include revision of content area performance objectives to reflect more realistic achievement levels, and improved data reporting in parent involvement, staff development, and career advisement. (MSE)