This paper describes and evaluates the Bilingual Pupil Services Program in New York City. This program provided small group instructional services in reading and mathematics to students of Hispanic background whose regular teachers and bilingual coordinators identified them as requiring supplementary instruction because of language difficulties or other related educational handicaps. These services were provided to groups of about seven children to each bilingual professional assistant, educational assistant, or educational associate assigned to the classroom. The number of pupils served was approximately 410 at 19 sites in grades one through nine. The stress in the bilingual program was placed on language development skills and reading skills used to learn mathematical concepts and computations. The evaluation indicated that on the Cooper-McGuire criterion referenced tests which were used in most of the districts, the students at all age levels achieved 70% mastery of the identified reading objectives. Mathematics results are not reported since a standardized instrument in mathematics was not used. (Author/AM)