The administration of French immersion program in an elementary school in Alberta, Canada, by anglophone principal with little or no knowledge of French is examined in this study. Interviews with eight anglophone elementary school principals found that a lack of knowledge of French was not perceived as a barrier to effective implementation of French immersion programs, although French language proficiency was viewed as an asset. Essential factors for effective administration of French immersion programs are commitment, understanding of program context, communication, and interdependent relationships. Fifteen implications for practice and eight recommendations for further research are included. Appendices include correspondence and questionnaire samples, and transcript and logbook extracts. (57 references) (LMI)