A study compared the foreign language proficiency levels and language and cultural attitudes of students involved in two kinds of elementary school Spanish language programs: immersion and Foreign Language in the Elementary School (FLES). The study also investigated the variation in achievement among children in the same program. Fifth and sixth graders from nine programs were included in the sample: 85 immersion students, 75 FLES students, and 265 FLEX (foreign language experience) program students. Major differences in oral proficiency scores were found between and within program types, with immersion students outperforming their FLES peers by more than four to one. The consistent differences are attributed to the amount of foreign language exposure in the program types. Both groups of students scored highest in comprehension, followed by fluency and vocabulary, and were weakest in grammar. Intensive FLES program students scored higher than regular FLES students. Students from all program types had positive attitudes toward Spanish and Spanish-speaking people. Immersion students reported the most parental encouragement, followed by FLES and then FLEX students. (Author/MSE)