Two models of content-based second language instruction are compared. The two models, French language immersion and mainstreaming, are illustrated in two case studies that focus on how minority language children fare in kindergarten programs. The first case study is of a native Cantonese-speaking child enrolled in an early French immersion program in Canada. The second describes the experience of a native Turkish-speaking child in a Danish-medium mainstream program in Denmark. In each case, the study itself as well as related studies are summarized. It is concluded that some children's task in kindergarten is greater than others', and that not all children begin on even linguistic playing fields. Dominant group children in mainstream programs and dominant and minority group children in French immersion programs have an easier time than do minority group children in mainstream programs. The last group may not learn the second language well and may not succeed academically, particularly under certain conditions. Contains 49 references. (MSE)