Student adaptation involved in moving from an elementary school in English Canada to a French school in Europe was investigated. Information was gathered from 35 students. About half had gone from an early French immersion program to a French language school in Europe. The others had either attended French schools in Quebec or schools using a language other than English or French. Generally, students from an early immersion program who entered a French school in Europe felt an initial period of language inadequacy. Students with less French background had the greater difficulty in gaining language skills. The key to social adaptation for younger students was making friends. Older students had firmer ties to Canada and less commitment to their new school lives. Canadian children felt themselves to be behind their French peers in many aspects of the academic program. After the initial adjustment period, students tended to make steady gains and reach a fairly high level of competency in French by the end of the year. It was concluded that factors such as age, previous language training, and personality influence the rate of adaptation to schooling in a foreign country. (RW)