A study evaluates the effectiveness of the third year of the Reading/Writing Immersion (R/WI) project in Manitoba designed to assist first-grade teachers in becoming more effective at working with students who are at-risk of failing to develop the reading and writing performance expectancies the teachers had for them. Subjects, the six remaining participating teachers in the project, were interviewed on a one-to-one basis. Interview data were organized into 11 topic areas: (1) meetings; (2) professional skills; (3) university personnel; (4) student support branch and principal support; (5) classroom teacher-resource teacher relationships; (6) R/WI classroom activities; (7) R/WI activities in the school; (8) student progress; (9) school conditions needing change or improvement; (10) final opinions about the Reading/Writing Immersion project; and (11) continuation of the project. Results indicated that the comments from the participating teachers were generally very positive and that the goals and the objectives of the project had been met. Thirty-six recommendations were presented based on the interview data. (The teacher interview schedule is attached.) (RS)