This paper reviews the results of research on various programs for learning French as a second language from kindergarten to grade 11 or 12 in selected Canadian school systems. Generally, it examines the effects of a number of factors on French learning, such as student selection procedures and student ability, starting age, total amount of time spent using French, continuity of exposure to French, instruments, and other methodological considerations. The introduction provides a brief history of immersion programs in Canada and a review of research on results of these programs. The second chapter provides an overview of French immersion programs across Canada and describes in detail programs in Ottawa, Carleton, Edmonton, Montreal, and Mille Isles. Part III, the longest part of the report, is concerned with what research into the various programs has had to say about what aspects of programs might be most effective in another setting. This review covers the following topics: time allocations and French learning; the Ottawa Board of Education (OBE) French Project Results; methodological notes on tests, research designs, program stage and cohort variation; and study results regarding growth, cumulative time, maintenance, starting age and dosage. The final part of the report summarizes the research and conclusions, and advances hypotheses concerning French learning and maintenance. (Author/AMH)