Experimental programs using modified schedules for native-language instruction of immigrant children in Swedish compulsory junior and intermediate schools are described and evaluated in this report. Following background information on school and immigrant statistics, regulations concerning grants, and a list of interim related reports, the report presents the findings on a number of aspects of the research. These include the offerings and organization of local programs, resource administration and allocation, financial considerations, the two organizational program models used, native-language instruction and bilingualism, objectives, enrollment, teachers and teaching materials, Swedish as a second language, teaching English, and dealing with social isolation. It is concluded that both organizational models further student development, that local districts should be allowed more flexibility to deal with their own particular needs, that parents should be provided with more information about opportunities available for minority-language students, and that school personnel need more training in knowledge about immigrants. Appendices contain discussions of the 1970 government decree concerning experimental native-language programs and of the relationship between primary and secondary languages, a description of how a school in a town with many Finnish immigrants tries to counteract social isolation, and the Central Bureau of Statistics' scale for measuring native-language students' proficiency in Swedish. (KH)