This report describes Project KANPE, a multi-site program. In its final year of a three-year funding cycle, the project served approximately 275 Haitian students of limited English proficiency in grades nine through twelve at three New York City high schools. Ninety-six percent of the target population were born in Haiti and all spoke either Creole or French as their first language. The original program goal was to provide talented Haitian limited English proficiency (LEP) students with the opportunity to gain proficiency in English while continuing to develop their academic skills. The project proposed to use instructional assistants and aides to supplement each school's bilingual services. However, as only one of the schools had a basic bilingual program, at the other two Project KANPE became the basic skills program. Curriculum development, likewise, could only be a major component of the program at one of the schools. At that school, staff development and parent involvement were promoted. Students were assessed in English language development; growth in mastery of the native tongue; mathematics, science, and social studies; attitude toward school and cultural heritage; and attendance. The report ends with ten recommendations for future projects serving similar populations. (RDN)