The activities of the third year of the Bilingual Education for Student Achievement (BESA) Project, conducted by the San Mateo County (California) Office of Education is described. The first section provides a brief description of the program, of which the major purpose was to provide English language instruction for limited-English-proficient (LEP) students to facilitate the transition from their primary language to English and improve achievement in regular classes. Evaluation procedures, including school observations analysis of test scores, and other data gathering procedures are described in the second section. Actual activities taking place in three school districts (Cabrillo Unified School District, Sequoia Union High School District, and South San Francisco Unified School District) are described in the next three sections. The sixth section presents report findings from the county offices, and the seventh section presents questions used during evaluations. A review of longitudinal data collected at the secondary level is presented in the eighth section. Among overall conclusions and recommendations offered in the last two sections were the need to: review the use of materials and provide inservice or assistance for teachers and aides using those materials; develop a dissemination process to make BESA staff aware of most effective programs and activities; provide training for data collection methods for the parent component of the program; and explore the availability of appropriate instruments and measures to assess the achievement level of LEP students. (CB)