The French Immersion Program at the University of Tulsa was evaluated. Eleven students enrolled during a six-week program were compared to 20 students enrolled in a traditional program at Ohio State University. Assessment was performed using an instrument designed to measure listening, reading, and writing skills. Students in the intensive setting generally outperformed students in the traditional setting, although differences were often very slight. Immersion students did not score significantly higher in listening, reading, and writing. They did score much higher on free composition. This indicates they were more eager to use the target language, at least in the written form, than were students in the traditional classroom. Motivation influenced results, with students who wanted to learn French scoring higher than those merely wanting to fulfill language requirements. It is concluded that immersion programs are useful for students who want an immediate and firm grasp of a foreign language or students who want to preserve a language heritage without spending several semesters learning a language. (RW)