The first year of the Japanese Language Magnet Program, an elementary school immersion program providing a total language experience in a multicultural setting, is evaluated. The evaluation study assessed the program in terms of program planning, student population, and parent involvement. Data were gathered through interviews, document analysis, surveys, classroom observation, and a literature review on immersion programs. Results suggest several major conclusions: (1) the program was successfully planned and implemented, with the necessary steps in the planning cycle followed; (2) it obtained a student population representative of the school district's population for gender and ethnic balance; (3) the anticipated problem of attrition did not occur, and no students withdrew from the program; (4) parents of participating students were generally satisfied and supported both program and school activities; (5) while Japanese language acquisition was not assessed at this time, students were observed to speak and respond in Japanese words and phrases when spoken to, and displayed behaviors indicative that they had gained understanding of the Japanese culture, including norms and values. Recommendations for program improvement include developing a scope and sequence for Japanese acquisition and formal monitoring of student progress in English and Japanese. (MSE)