An evaluation of a bilingual education TV series was conducted involving 6-year-old English speaking, Spanish speaking, and bilingual children at four sites. Children were assigned to control and experimental groups with the latter group seeing four 30 minute shows. A pretest-posttest design was employed with the pretest serving as the covariate in the analyses of the data. Results indicated statistically but not educationally significant effects of the shows for certain objectives. The implications of these findings and the factors that may have influenced them are discussed. (Author)