A 1992 Canadian study and 1994 followup investigated the high school experience of six Anglophone French immersion students who participated in a pilot program in French immersion in elementary and junior high school and continued immersion study in high school. Data were gathered during the students' tenth grade, primarily in semi-structured interviews with students and their parents. The students were committed to studying core high school courses in French because of positive experiences in immersion. Perceived benefits included French fluency, ability to think in different ways, close-knit peer group, and pride in participation in a challenging alternative program. Perceived limitations included a shortage of bilingual content area teachers, restricted course selection, lack of appealing learning resources, limited program support for students having difficulty, and lack of recognition of the immersion program. A four-year followup revealed that all graduated with a bilingual certificate. One was valedictorian of his class and gave his speech in both English and French, and was later selected as top high school scholar in the province. Results suggest the students'"feeling of success" about early immersion experiences and family support were significant factors in immersion persistence. Parent perceptions of their children are also discussed. Contains 14 references. (MSE)