A review of the second year of the partial immersion program at Key Elementary School (Arlington, Virginia), where half the day is taught in English and half in Spanish, is reported. The review includes classroom observations, student and teacher interviews, student assessment, and parent and staff interviews. Reasons for the program's success are identified as the following: teacher/staff dedication; coordination between the two immersion classes and between the English and Spanish parts of the day; the opportunity for teachers to participate in inservice training along with summer curriculum development; and the active involvement of parents. Five major recommendations are offered: (1) continue the program and expand it to include grades 1-3; (2) establish a magnet program for partial immersion (English-Spanish) classes to attract a wide variety of students; (3) continue summer inservice and curriculum development activities; (4) continue the coordination among staff; and (5) continue to acquire Spanish language materials for classroom and library use. (Author/LB)