The John Bowne High School Basic Bilingual Program served 269 New York City students with limited proficiency in English in grades 9-12. Students received instruction in English as a Second Language, content areas, and Spanish language arts. Students were mainstreamed with their English dominant peers for some subject areas and participated in a bilingual business program. Supportive services, curriculum and staff development, and parental/community involvement activities formed additional program components. Program evaluation was accomplished through student achievement data and evaluator on-site observation. Findings indicated that (1) except for eleventh grade students, pupils made statistically significant gains in English reading achievement, (2) all students except tenth graders demonstrated significant gains in Spanish reading, (3) 70% of each grade passed midterm examinations in the content areas. Students were observed to be attentive and disciplined, and to have good relationships with teachers. Recommendations for future program implementation are included. (MK)