The Carpinteria school district in California has developed a model preschool program to bring Spanish-dominant preschool children up to a level of readiness for school that compares favorably with that of English-speaking children in the same community. That goal is achieved by developing skills in four major areas: Spanish language, cognition, successful learning strategies, and self-concept. The model emphasizes first-language development and language separation to allow full development of those skills. Evaluation of program outcomes through student achievement measures revealed that the Spanish-dominant children in the program exceeded the academic norms established by the English-language population and scored higher than Spanish-speaking nonparticipants in oral English proficiency. The students' progress in kindergarten and first grade, in which the home-language approach was also adopted, was also found to exceed expectations generally. Statistical data are included. (MSE)