A pilot program of foreign language instruction in Scottish elementary schools is evaluated. The program consisted of 12 projects in 76 elementary schools, articulated with their 12 associated secondary schools. French was taught in six projects, Spanish in four, and German and Italian in one each. Regular classroom teachers were trained and given support by a tutor-trainer. Evaluation of the projects focused on the language attainments of the participating children, especially in comparison with non-participants, and factors in the courses and methods that enhanced or inhibited language learning. Data were gathered by classroom observation, interviews with participating students, and interviews with teachers, trainers, regional supervisors. Findings include the following: Project participants performed better, especially at lower skill levels, at pronunciation and intonation, ability to initiate and respond in conversation, and use of more phrases and sentences than did non-participants. Grammatical accuracy was not better in this group. Some differences were found between target languages. Participants were found to be, overall, more confident in language use. Implications of the findings for regular elementary school teachers, secondary school modern language teachers, teacher collaboration, policy formation, teacher educators, and parents are outlined. (MSE)