A practicum is reported that was designed to organize collaborative efforts among primary, English for Speakers of Other Languages (ESOL), and bilingual teachers at an elementary school with a 1,200-student enrollment. The school had seen a transition from a white, middle-class to a racially mixed and transient community, with large segments from the Caribbean Basin and Latin America. Full-time immersion English programs had been established to meet the needs of the limited English proficient (LEP) students, resulting in isolated instruction with little interaction between mainstream and ESOL/bilingual teachers and causing efforts to mainstream LEP students to be hampered. Planning meetings were held to develop a cohesive 8-month curricular plan to integrate language arts and content area studies, and to coordinate bilingual instruction with ESOL plans reflective of mainstream class instruction. Student progress was determined by assessment instruments and individual student portfolios. Student achievement and teacher attitudes indicate that the practicum objectives were obtained. Contains 26 references. (LB)