In 1982-83, Project CHASP offered bilingual instruction and support services to 100 Cambodian and 75 Hispanic limited-English-speaking students in the 9th and 10th grades at Theodore Roosevelt High School, Bronx, New York. The goal of the program was to develop student proficiency in the English language skills necessary for full mainstreaming while reinforcing native language ability. Quantitative analysis of student achievement indicates that: (1) overall, students met the program's English language development objectives; (2) in Spanish reading, 9th graders showed statistically significant improvement; (3) almost all objectives in the content areas of math, science, and social studies were met; (4) the passing rate for Hispanic students in native language studies was over 90% (Cambodian data were not available); and (5) the program's attendance rate was significantly higher than the general school attendance rate. In addition, curriculum objectives were partly met, supportive services were successfully implemented, appropriate staff development activities took place throughout the year, and parents of participants attended programs, conferences, and cultural activities sponsored by Project CHASP. The major obstacle to the project's smooth operation was the unavailability of credentialed Cambodian personnel. The lack of native language materials in Khmer and the fact that the Cambodian paraprofessionals were extremely overextended were also problems. (CMG)