In its first year of Title VII funding, Project CERCA provided counseling and a comprehensive career education program and supplemented the bilingual academic program for a group of 200 limited-English-proficient Hispanic students in grades 9 through 12 in a high school in Flushing, New York. Data suggest that the primary goal of career counseling was successfully met. When tested for English language development at Level I in the spring, 75% of the students mastered at least one Criterion Referenced English Syntax Test (CREST) objective per month in both semesters. There was a decrease in raw scores from pretest to posttest on the New York City Reading Test. Passing rates in English as a second language (ESL) and RCT preparation courses exceeded 70% in both semesters. In general, students did not achieve the 75% passing criterion for content-area classes. Social studies students achieved the highest overall passing rates (79%) both semesters. Recommendations for strengthening the program are given, including establishing procedures for field testing and refining career units for classroom use, determining optimal class size for ESL, sharing data on student career goals and aptitudes, and changing the program's English language objectives to more accurately reflect typical student achievement. (CG)