Despite the growing societal demand for multilingual graduates prepared to engage in local and global contexts, programs to meet these demands are scarce, especially in K-8 contexts. When schools do seek to implement programs, stakeholders struggle to choose from the established models because research documenting desired outcomes is lacking. Structural barriers to long-term implementation further complicate the process. Seeking to overcome these obstacles, this qualitative action research study investigated which model of foreign language instruction at the elementary level best meets the context and parameters established by Sioux Center Christian School, while also determining which structural supports are needed to sustain long-term implementation. Specifically, stakeholder goals, misconceptions, and opinions regarding FLES, Dual and One-way Immersion models were analyzed in a first cycle of data collection through internal focus group interviews after basic education on each model under review was provided. In a second cycle of data collection, external principals and Spanish teachers in established K-8 programs were interviewed to gather information based on their experience. The findings regarding internal participant perceptions indicate a strong alignment between stakeholder goals and the mission of the school, with concerns focused on logistical issues and a lack of clarity about model preference. External stakeholder findings point to the need for a clear articulation of goals, strong structural supports, and program implementation suggestions that include planning for continuous K-16 articulation in addition to selecting a program model based on the parameters of the research site. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]