An evaluation of the first year of the Martin Luther King, Jr., Latin Grammar Magnet Middle School in Kansas City, Missouri, is reported. The program is evaluated in terms of enrollment and program capacity, implementation, perceptions and achievement. Findings indicate that certain instructional goals (i.e., computer application, public speaking, memorization, and required reading) were not being fully implemented, although Latin infusion by all teachers was observed in the classrooms 12 percent of the time. Overall, parents and teachers were satisfied with the magnet but students were slightly less favorable, citing dissatisfaction over uniforms, peer behavior, safety, and lack of challenge. Achievement outcomes were well below district and national norms. Recommendations are offered regarding parental involvement, numerical targets for thematic infusion, compliance with the uniform policy, and improving achievement. The Latin Grammar Contractual Agreement and information on extended day classes and activities are appended, and 14 tables and figures provide supplemental data on achievement, enrollment, and participant attitudes. (LB)