Primary and late entry French immersion programs in Ottawa and Carleton schools were evaluated. French proficiency was tested among former immersion students enrolled in grade 10 bilingual programs and compared with that of grades 8-12 bilingual program students. Spoken and written French were assessed and a detailed error analysis was performed. In addition, a followup study was conducted of bilingual high school program graduates. Fewer differences were found between the results of early and late entry immersion students than were found in previous evaluations, although those differences found showed greater French proficiency for the early immersion students. Once again, French proficiency increased with grade level. The survey of graduates revealed that the respondents were confident of their ability to use French and found their knoweldge of French to be useful. The respondents also reported that the bilingual program needed a wider selection of French courses, better teachers, and more emphasis on speaking French outside of the classroom. (RW)