This report describes an external evaluation study of a project designed to develop, over a 5-year period, a model bilingual program from nursery school through grade 6. Innovative and tested instructional bilingual-bicultural components (language, perceptual, health, motor and cognitive) are being implemented in an attempt to reach children with limited English speaking ability from low income families. The primary focus of this evaluation was on the nursery school unit serving 3- and 4-year-old children at two sites. Evaluation of the instructional activities was based on a pretest and posttest design using standardized tests measuring language development in Spanish and English, school readiness, and self-concept and personality development. Staff development, parental involvement and materials development components were subjectively evaluated. Major findings included: (1) nursery school children made significant gains in language development (Spanish and English), school readiness, and motor ability, and showed growth in self-concept and personal development; (2) students in grades K-2 made significant gains in language development in Spanish and English and school readiness; (3) instructional, staff development and materials development components were effective, but the parent involvement component needs to be strengthened. (Author/MS)