An evaluation was done of New York City Public Schools' Project Aprendizaje, which served disadvantaged, immigrant, Spanish-speaking high school students at Seward Park High School in Manhattan. The Project enrolled 290 students in grades 9 through 12, 93.1 percent of whom were eligible for the Free Lunch Program. The Project provided students of limited English proficiency with instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects taught bilingually or in English with an ESL methodology. The project arranged activities for staff development and parental involvement and provided tutoring and informal counseling in the project office. Staff reported that the Project was integrated with activities at the school. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project Aprendizaje met its objectives for career education, attendance, suspension rate, dropout prevention, support services, staff development, and content area subjects. The Project met the ESL objective in the fall, but missed it in the spring by a narrow margin. It met one of two NLA objectives, and partially met its newsletter objective. Two appendices summarize the data collection and analysis methods and list instructional materials for the content areas. (JB)