The third implementation year of foreign language magnet programs in two elementary schools in the school district of Kansas City, Missouri, is evaluated. The schools, New West and Melcher, each had site task forces to develop planning outlines, which emphasized the teaching of foreign language to students and the exposure of students to foreign cultures. Among the findings described in this report are the following: staffing continued to be a major concern because the turnover of foreign nationals was high; visual evidence of the foreign language theme was plentiful; there was increased use of the target language by both teachers and students in target language classes; there was increased focus on academic instruction; most parents responded positively to the program, student responses were higher than in the previous year, and teacher responses were either stable or more positive than in the previous year. Two recommendations are highlighted: (1) to continue the high percentage of target language use in target language classrooms; and (2) to develop measurable objectives for each program goal in the planning outlines. Nineteen tables, 10 figures, and other appended materials report on achievement scores, enrollment data, and perceptions of staff and parents. (LB)