The question whether individuals receiving prior native language (Haitian Creole) literacy instruction develop greater proficiency in the second language (English) than those receiving only second language instruction is explored. Subjects were adult Haitians in the New York City area who were provided with instruction during the course of the study. The report describes the study's structure, the content of the literacy and English courses, and the results obtained. The findings revealed that those who received native language literacy instruction developed comparable English proficiency and greater literacy skills than the English-only group, supporting the provision of native language literacy instruction in addition to second language instruction. The study also found anecdotal evidence that the beneficial outcomes of native language literacy extend beyond second language proficiency to include improved confidence and motivation. (MSE)