This paper describes and examines the effectiveness of a project undertaken by Florida's Palm Beach County school system to provide community based support services and to facilitate a community-school partnership in order to enhance the educational achievement of immigrant students, specifically those with limited English proficiency. The project relies on school and community resources including guidance counselors, teachers of English as a Second Language, health and mental health professionals, churches, and migrant services personnel. It engages in a variety of multilingual activities, including school visits, tutoring, mentoring, home visits, parent workshops, counseling, guidance to community services, and college/career awareness. Data for this paper came from field notes and weekly project reports of team members, proceedings of weekly team meetings, and focus group interviews with team members and the project director. Overall, the project was effective in the context of immigrant education, providing services not offered by any other agency to students, parents, and families and offering support to teachers in schools. There were no significant improvements in students' standardized test scores and grades, though it is likely that while students were improving their work, such changes might not necessarily be manifested in standardized test scores. (Contains 24 references.) (SM)