This Staff Development Program is the first attempt to provide thematic, in-service workshops to large numbers of early childhood bilingual teachers throughout New York City. The main themes were: curricula, reading readiness and reading instruction, second language instruction through content areas, and instructional skills and strategies for teaching limited English proficient (LEP) students. Using quantitative and qualitative data, this document describes and evaluates the planning and implementation of the training sessions, and assesses the program's effectiveness in accomplishing its objectives. Participant satisfaction ratings were somewhat positively related to self-ratings of Spanish and English proficiency and, to a lesser extent, educational background. Participants were enthusiastic about the organization and administration of the training, the high quality of the presenters, and the links made between theoretical information and practical application. Recommendations include: (1) a follow-up survey questionnaire to see if training resulted in classroom implementation of strategies; (2) continued assessment of the needs of bilingual, English as a second language, and specialized content area teachers, administrators and counselors working with LEP children; (3) tighter screening to ensure qualified participants only; (4) increasing interaction between presenters and participants; and (5) elimination of the proposed achievement objective. (ETS)