In 1985-86, the Bilingual Program at Erasmus High School in Brooklyn, New York, was in the final year of a three-year funding cycle. It served 212 students of limited English proficiency (LEP), including 191 Haitian students, in addition to 14 Hispanic, 6 Asian, and 1 Middle Eastern student. All participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students, and bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included meetings, in-house workshops, and attendance at university courses. Supportive services to participants included counseling and tutoring sessions. In 1985-86, students failed to meet the project's ESL achievement goals, but Haitian students made significant gains in native language development. To improve the program's overall effectiveness, additional grade advisors should be identified to satisfy the needs of Hispanic students and to alleviate the current Haitian grade advisor's caseload, and formal collaborations with the parents of project students should be created. (KH)