A summative evaluation is presented of the 3 years of implementation of the Central Foreign Language Magnet School in Kansas City, Missouri. Two types of instruction are featured: language-only instruction and partial immersion instruction. All students in the program had daily language classes. The language-only students had their core courses infused with the foreign language theme, but they were taught in English. Students in the partial immersion program also attended science, math, and/or social studies classes taught by teachers who spoke the target language of the student's magnet enrollment. In the second year of the program, scheduling difficulties required that all sixth graders be placed in the partial immersion program, as well as seventh grade French and German students. Seventh grade Spanish students and all eighth grade students were placed in a language-only program. During the second implementation year only, interdisciplinary classes were held with art, home economics, music, and physical education teachers who worked with students in the three languages. The program is evaluated in terms of enrollment goals, implementation, perceptions about and attitudes towards the program, and levels of student achievement. Findings are reported regarding staffing, student placement, scheduling, and types and levels of instruction. Twenty-seven tables and figures supplement the narrative regarding enrollment, perceptions, and achievement. (LB)