This study sought to address concerns that high levels of literacy in both English and local languages are not being attained by children in U.S.-affiliated Pacific entities served by Pacific Resources for Education and Learning (PREL). The study was designed to answer the following question: Do classroom language use and instructional practices influence students' literacy development? Related research questions included: What are current policies and guidelines for teaching first (L1) and second (L2) languages in each entity in the study? How are L1 and L2 taught in the primary grades? What is the relationship between L1 and L2 instructional practices and L1 and L2 student literacy? and What are the L1 and L2 proficiencies of the teachers in each entity? The results of the study identified appropriate instructional practices and classroom language use patterns that relate to higher levels of student literacy achievement in the diverse linguistic and cultural settings of the Pacific. They also provided information about where support is most needed, which in turn led to the development of better curriculum materials, training modules, and revised language policies. Numerous handouts, worksheets, questionnaires, survey instruments, and instructional materials are included. (KFT)