Based on data collected through classroom observations during site visits in February 1977 to project schools in Wisconsin (Freedom, Pulaski, Seymour, and West DePere), this document evaluates a project on Oneida language instruction. The project evolved from an expressed interest by Oneida Tribal members, elementary school children, and university students in learning and preserving their language and oral traditions, culture, and heritage. The report first details the type of language teaching activities witnessed in the classes and then comments on their effectiveness. Emphasis is on the pedagogical and curricular aspects, rather than an analysis of the linguistic needs of the project, which were covered in a previous report. Some discussion is given here to the value of second language learning at the elementary school level and the goals of this project, including improving the self-image and self-concept of Oneida children and certifying a teacher who could implement the Oneida language curriculum in grades K-12. Methods of instruction are reviewed in some detail. Identifiable program strengths include sound linguistic elements, variety of instructional techniques, clear goals, a strong inservice component, positive effects on "education basics," systematic curriculum development, and progress toward improving students' understanding of their Oneida heritage. Among the 11 recommendations offered are: to develop a sustained informational effort for the community and to find ways to provide total immersion experiences. (LB)