The third year of an ongoing research project to document and evaluate an innovative Japanese language program in grades K-5 (n=195) is reported. Two strands of research are examined. The first deals with school and community ambiance, and attempts to capture in a systematic way the attitudes and perceptions of parents, teachers, and students in different age groups. The second strand investigates the language achievement of the children, focusing on oral proficiency, vocabulary development, and social uses of language. Results indicate that over a 3-year period, all children, regardless of age, can make considerable progress in foreign language proficiency and develop positive attitudes toward language learning. Additionally, the study showed that innovative language programs can move beyond their often marginalized status to become institutionalized within the school curriculum. (MSE)