Evaluated here is New York City's Trilingual Education Learning Environment Program (TELE), which in 1981-82 served approximately 900 Hispanic and 300 Italian students with limited English proficiency from grades 2-9 while at the same time training more than 300 bilingual teacher interns. The focus of the instructional component was the development of basic skill competencies through instruction in the dominant language. English-as-a-second-language instruction was also given. Intern training combined staff development activities with courses in the master's program in bilingual education at the City College of New York. By the end of its final year, 1982, the TELE program, coupling college courses with on-site assistance and inservice workshops and encouraging a linkage between the practical and the theoretical in teacher training efforts, had established itself as a model for diversified teacher training. Moreover, students served by TELE-trained teachers appeared to have benefited, as demonstrated by analyses of test score data which showed that most students had made gains that were both educationally and statistically significant. Materials and resources used with the project appear in several appendices to this report. (CMG)