An evaluation of a foreign language experience program for fourth graders in an inner-city school is presented. First, an introductory section reviews literature on the rationale for and structure of foreign language programs in the elementary school. In the program, students learned about Russian foreign language and culture in a weekly 30-minute segment. The evaluation consisted of (1) interviews with the enrichment and Russian teachers concerning their goals, program content, and classroom techniques considered most effective; (2) interviews with the four classroom teachers involved; (3) interviews with a sample of students; and (4) analysis of this information to determine which activities had the most positive effect on students' attitudes toward foreign language learning. Results were consistent with other research on elementary school foreign language exposure. Students and classroom teachers found the most useful activities to be writing in Russian, singing an alphabet song, and having Russian names. The enrichment teacher's perceptions of effective activities did not match the students' or classroom teachers'. Progress was made toward meeting program goals, and it is suggested that participation of classroom teachers is useful. The interview questions for each group are appended. (MSE)