An integrated curriculum offering regular high school science courses as well as special interdisciplinary courses at the learning disabled, average, and advanced ability levels, and courses and internships in health professions was implemented in a Kansas City high school. A formative evaluation of the Southeast Health Professions Magnet High School documents the progress made by the school during its first year of implementing the health professions theme. The evaluation was based on the goals and objectives set forth in the school's establishment plans. The evaluation showed that the program had an actual enrollment 19 percent below program capacity, although ninth-grade enrollment was 61 percent above program capacity. Program implementation has been encouraging, with classroom observations indicating greater than expected evidence of use of planned instructional models, infusion, and career planning. Perceptions of the first year indicated satisfaction among parents and students. Teacher perceptions were mixed, with teachers feeling they understood the theme of the program and that it was being implemented as planned, but expressing dissatisfaction with instructional leadership, communication among teachers and between staff and parents, and staff development activities. Forty percent of the teachers did not think that their students would make good academic progress in the theme. Achievement test data indicated that minority students, especially in grades 9 and 10, had gains in reading, mathematics, and science. Nonminority students in grades 9 and 10 scored above district and national norms but nonminority students in grades 11 and 12 scored below those norms. Recommendations were made to address the concerns of teachers, parents, and students to improve the program for the future. (KC)