This article reports on the implementation of the Integrated Performance Assessment (IPA) in an Early Foreign Language Learning program. The goal of this research was to examine the performance of grade 4 and 5 students of Spanish on the IPA. Performance across the three communicative tasks is described and modifications to IPA procedures based on the needs of the young learner are presented. Comparisons of the performance of monolingual and multilingual students and information collected through a student post-IPA survey are also reported. The researchers argue that in addition to benefits of the IPA to describe student communicative performance, integrate teaching and assessment, and promote standards-based teaching practices, the IPA also has the potential to identify strengths and weaknesses of elementary school foreign language programs. (Contains 5 notes and 5 tables.)