The second year of the International Academy for Bilingual Education and Bicultural Studies program in New York City is described. The program provided instructional and support services to 40 Chinese- and English-speaking students in one pre-kindergarten and one kindergarten class at P.S. 1 in community school district 2. Half of the students were English proficient (EP) and half were limited-English proficient (LEP). The project used a home language survey as well as parent and teacher evaluation to determine whether students were EP or LEP. Emphasis of the project was on providing all participants with an enriched program of bilingual education, using language development and activities within the framework of whole language methodology. Parents played an important role and were present in the classroom throughout the year, and staff attended monthly workshops. The Office of Research, Evaluation, and Assessment assessed dual language proficiency and English language skills. The project met all its pre-kindergarten objectives: social and academic development, content areas, arts, health education, physical education, and multicultural awareness. The project also met its kindergarten objectives for English as a Second Language, but not for dual language. It met the objectives for staff development and parental involvement. One recommendation is offered: to reevaluate the definition of dual language proficiency, since the checklist criteria may not have been appropriate. (LB)