Using Spanish and/or English according to each student's need, the Migrant Tutoring Program (MTP) provided 20 minutes of tutoring daily in oral language development, language arts, and reading to 238 migrant students (K-6) in 17 schools during the year. Questionnaires designed for principals, teachers, and tutors were used to obtain process evaluation data during November, January and May. Principals were interviewed in November and May. During the second process evaluation at least two tutoring sessions were observed at each school. Student achievement gains on the Interamerican Prueba de Habilidad General (Test of General Ability) and the Iowa Tests of Basic Skills (ITBS) Reading Comprehension Test and change in percentile rank of pre- and posttests means were computed. Major evaluation questions referred to MTP's environment and implementation, student gains in reading comprehension, and parent involvement in MTP. Results indicated that overall, MTP's environment was adequate; principals and teachers generally supported MTP and most of them endorsed the program's value and objectives; migrant students in grades 3, 5, and 6 demonstrated significant educational achievement as reflected by the grade equivalent gains of .9, .9 and .8 respectively; percentile gains on the ITBS were small, with some decline in percentile scores; and approximately 130 parents were involved in MTP. (NQA)