An evaluation was conducted of the third year of a 5-year program at Erasmus Hall High School in Brooklyn (New York City), Project Pride, designed to provide Haitian-speaking students of limited English proficiency with instruction in English as a Second Language (ESL) and Native Language Arts (NLA). The project planned to offer content area subjects taught in the native language; a literacy component for students who had recently arrived in the United States and showed limited academic skills; a resource center to augment classroom activities with computer-assisted instruction; a cultural component offering students data on their native and U.S. cultures to enhance pride in their background and themselves; staff development workshops and opportunities for teachers to attend college courses; and a large parent involvement component. During the 1991-92 school year, the project enrolled 238 Haitian 10th through 12th grade students. The project provided all activities proposed in its design. The increased use of written Haitian in the NLA and bilingual classrooms allowed students to take such tests as the Regents Competency Test and the Native Language Writing Test in Haitian; thus, increasing their passing rates. The computer-assisted ESL classes and the project's literacy component have been very successful. Brooklyn College student tutors and the project's peer tutors were an asset to programming. There was a shortage of software for the computer-assisted courses. Recommendations for program improvement are suggested. Appendixes describe data collection and analysis and instructional materials. (RLC)