The partial immersion program at Key Elementary School in Arlington, Virginia, was prompted by work being done in Virginia and Connecticut public schools by the Center for Language Education and Research (CLEAR) at the Center for Applied Linguistics. Established within the gifted and talented strand at the school, for most of the year the class contained 22 students: 9 Spanish speakers and 13 English speakers. Instruction was divided equally between English and Spanish. CLEAR staff provided technical assistance in program monitoring, staff development, and program review, and also facilitated access to a network of local educators. In year 1 of the program, two first grade classes were paired, both following the regular first grade curriculum but one receiving instruction for a half day in English (English language arts and mathematics) and a half day in Spanish (social studies, science, and Spanish language arts). Classroom observation; test data; and interviews with students, teachers, staff, and parents were used to assess the program in the following areas: student progress and satisfaction; school and community awareness; and parent attitudes. Recommendations were offered for program expansion to grades K-2, summer curriculum development and teacher meetings, a shared teacher planning period, opportunities for practicing Spanish, peer-peer interaction, Spanish-language library materials, and inservice education. (LB)