Evaluation of a French and Spanish second language program in grades four through seven of a rural school system has begun with a formative evaluation for the first three years and will conclude with a one-year summative evaluation. The research questions focus on four concerns: (1) school personnel and parent perceptions of the program during its first year; (2) what student achievement can be expected after one, two, and three years of instruction at 30 to 45 minutes twice weekly; (3) the methodology's consistency with current approaches; and (4) the best commercially-produced materials. Four data sources were considered in the first year of evaluation: interviews with people involved and not involved with the program, student scores on teacher-made tests, classroom observation, and preference surveys. All of these methods are to be used again at various points during the overall evaluation process. Findings about the program's first year include improved listening and use of memory among participants, improved academic achievement and attitudes among learning disabled students, interest among younger and older children, teacher and administrator interest and support, and parent support. Negative effects include loss of learning time, interruption of classes, variable student behavior upon returning from language instruction, and scheduling difficulties. (MSE)