Results are presented of a five-year evaluation of an experimental bilingual kindergarten and elementary program with instruction in French for native English-speakers, including information about the program's design (including materials and teaching activities) and student achievement. It was found that the participating children profited from the experience, and that the class composition, including a few native French speakers, provided a good climate for sensitization to a second language. The year-end pupil proficiency was comparable to that of students in a reception class in a French language school. After the bilingual kindergarten experience, the pupils' French proficiency decreased without further instruction, but remained higher than that of English-language program pupils. By grade 4, the former bilingual program pupils did not have as positive an identification with French language and culture as anticipated. Although teachers found some program deficiencies, both teachers and parents considered the program advantageous and worth maintaining. Overall, the students were found to have acquired a knowledge of social studies equivalent to their peers in the regular French and English programs while learning as much English and substantially more French than pupils following the regular English program. The text of the report is presented in both English and French. (MSE)