The results of the evaluation of the French immersion program at a school in a unilingual English environment are described. A battery of tests was administered to a random sample of children from the kindergarten and grade one experimental French immersion classes and to a comparison group composed of children following the regular English program. At both grade levels, there was no evidence of a treatment effect on cognitive development. Results of testing numerical and English pre-reading skills indicate that immersion children are as ready to enter an English grade one as are regular program pupils. Although the grade one immersion children are somewhat behind the comparison group in the English language skills tested, they do show some ability to transfer reading skills from French to English. The results for the two groups in arithmetic skills tested in English indicate that immersion children can also transfer mathematical knowledge successfully from French into English. Both kindergarten and grade one immersion children show a greater comprehension of French than children of the same grade levels who receive instruction in French as a second language in a regular English program. The grade one immersion children however do not show the same level of proficiency in French as native French-speaking peers. (Author/CLK)