This 3-year study evaluated a culturally and linguistically appropriate curriculum for 168 preschool children in a southwest Head Start program. Three yearly student cohorts (1997-98, 1998-99, 1999-2000) have participated in the study evaluating the Language Enrichment Activities Program (LEAP) as the curriculum. During Year 1, the English LEAP curriculum was used; the Spanish version was implemented in Year 2. Preschoolers received the curriculum in the language in which they were most proficient; children with mixed/undeterminable dominance or with limited English proficiency received the Spanish version. For Years 1 and 2, evaluation data were obtained on language growth in English and Spanish. For Year 3 of the study, the Developmental Indicators for the Assessment of Learning-3 (DIAL-3) in Spanish was used to assess students' progress in the following domains: motor, concepts, language, and total scores. Findings from Year 1 indicated that English Dominant students showed a nonstatistically significant increase in English language skills. The Spanish Dominant students evidenced significant growth in their English skills. The mixed dominant group showed significant improvement in English and significant declines in Spanish skills. Year 2 findings indicated that the English Dominant group did not show significant English skill growth. The Spanish Dominant group showed significant improvements in English and Spanish. The Mixed Dominant group had 14 and 12 point increases in English and Spanish, respectively. Year 3 findings indicated that the Spanish Dominant group showed significant growth in motor, concept, and total domains, with no change in language skills. The Limited English Proficient group showed significant growth in motor and total domains only. (KB)