This paper describes a federally funded language preservation program at Leupp Public School, part of Flagstaff (Arizona) Unified School District but located on the Navajo Reservation. Funded in 1997 for 5 years, this schoolwide project is designed to help elementary students become proficient speakers, readers, and writers of Navajo while enhancing their English language skills and preparing them to meet state academic standards. The program combines Navajo immersion with English-as-a-second-language inclusion, literacy initiatives, sheltered English/Navajo, parental involvement, and take-home technologies. Academic content and state standards are initially presented from a Navajo perspective via four global themes with a unifying concept of "hozho" or "peace, beauty, and harmony." By fall 2000, the immersion program had been implemented in grades K-2 and plans for a school-based cultural center had been presented to the school district. This paper examines the need for the program and how it was developed with staff, parental, and community involvement; presents a program overview; describes the Navajo culture-based curriculum; and discusses some of the inherent challenges in developing and sustaining a language preservation program based upon a Navajo-specific curriculum in the English-only era of high-stakes testing. (SV)