Achievements made during the third year of a transitional bilingual program for Chinese, Japanese, and Korean middle school students in the Torrance Unified School District (CA) are reported. The project focused on four goal areas: student instruction, staff development, materials, and parent involvement and education. At each of the district's six middle schools, the evaluation sampled the following: Limited English Proficient (LEP) students from each of the three language groups; three curriculum areas (English as a Second Language, social studies, and science); and sixth, seventh, and eighth grade levels. The findings suggest that the project met 89 percent of its objectives. It is concluded that more work needs to be done in the areas of inservice training, sheltering, and cultural awareness. Twelve tables supplement the narrative, and 15 pages of student work are appended. (LB)