A program to provide New York City public school personnel with intensive language training, so they could serve in license-shortage areas, is evaluated. The program provided access to 6-week language immersion courses at four higher education institutions to improve oral and written language skills. Those eligible were teachers, guidance counselors, education evaluators, school social workers, school psychologists, and other employees currently serving in a non-supervisory pedagogical position who had, at the outset, an intermediate level of second language proficiency. In exchange for tuition assistance, on successful completion of the language courses, participants were required to serve for a minimum of two years in a bilingual education position in an area of employee shortage. Evaluation of the program is described in this report. The program was found successful in increasing the number of non-supervisory pedagogical employees in bilingual positions: 89 percent of follow-up survey respondents obtained a bilingual position, and 95 percent obtained bilingual certification. Respondents rated most program aspects highly. Recommendations include: continuation of the program; modification of language laboratory and cultural activities to prepare graduates better for bilingual positions; and provision of training geared to teacher specialization. Eleven tables of study data are appended. (MSE)