This report describes the first year of a 3-year transitional bilingual program for Chinese, Japanese and Korean middle school students in the Torrance Unified School District. The program focused on four specific areas: student instruction, staff development, materials, and parent involvement/education. Project students, once identified, were served by a school staff that included English as a Second Language, social science and science teachers, and bilingual instructional assistants. Students were tracked in the areas of retention, attendance, and placement in special programs, and records of student work were kept. Materials had been located, developed, or were under development for all languages, and staff underwent specialized inservice training. Certain objectives of the program, however, had not been attained--more progress was needed in the areas of cultural events, increasing and measuring student self-esteem, and informing parents of school activities. (JL)