The effectiveness of the Second Language Institutes, summer programs designed to instruct educators of limited English proficient children in languages, cultural awareness, and assessment methods, was evaluated. Data were collected through site observation and interviews, and questionnaires completed by institute participants and their supervisors. Overall, 75 percent of the respondents stated that the curriculum was adequate to their needs. Several instructional practices were identified as particularly successful, including language immersion settings and the opportunity to practice the assessment techniques with actual students. The participants' information needs were influenced by their background characteristics. Recommendations were made regarding assessment instruments and institute curriculum design. (Author/RW)