The second year of implementation of the Garfield Latin Grammar Magnet Elementary School in Kansas City, Missouri, is reported. The Latin grammar program operates in a traditional setting that includes strong emphasis on discipline and behavior, systemative and rigorous homework policies, and the strong commitment of staff, students, and parents. The program is evaluated in terms of enrollment goals and racial composition, curriculum and infusion of the theme into the classroom, perceptions regarding program implementation, and levels of student achievement. Among the findings are the following: (1) there were modest gains toward theme-related and achievement goals and less progress toward court-ordered desegregation and student satisfaction goals; (2) certain instructional goals were not fully implemented; (3) regular classroom teachers integrated Roman, Greek, and ethnic culture into instruction; (4) significant integration of classic cultural and multicultural relationships were reflected in the basic curriculum; (5) the structured learning environment and strict discipline components appeared to be weak; (6) only 24 percent of students indicated a desire to return to the magnet school the following year; and (7) achievement outcomes showed drastic declines on math subtests. Eleven tables and figures supplement the narrative regarding enrollment, perceptions, and achievement. The student contract is appended. (LB)