The findings of an investigation of both a private and a public school-choice program in San Antonio, Texas, between 1992 and 1996 are evaluated in this report. The private program, sponsored by the Children's Educational Opportunity (CEO) Foundation, provides scholarships to low-income parents to enroll their children in private schools, while the public program, offered by the San Antonio Independent School District, selects students from across the district to study foreign language and culture ("the multicultural program"). The study focuses on five groups of "choosing" families, as well as one group of randomly selected "nonchoosing" families. The choosing families include those whose children: (1) enrolled in the public multilingual program; (2) applied but could not enroll in the multilingual program due to limited enrollment space; (3) already attended private schools and received CEO scholarships; (4) received CEO scholarships and transferred from public to private schools; and (5) already attended private schools, applied and were placed on the waiting list for CEO scholarships. The researchers supplemented survey information from these groups with surveys of teachers, interviews with school administrators, field observations at the nine schools, and reviews of archival records. The report explores the differences between choosing and nonchoosing families; the differences between private school choosers and public school choosers; the satisfaction of parents over time with their choices; factors involved in student attrition from choice programs; the educational impacts of school choice on student achievement; the characteristics of schools as perceived by teachers; and the institutional practice and pedagogy as perceived by students. Some of the findings include the following: relative to nonchoosing families, choosing families are more educated, wealthier, and have fewer children; parents who used the CEO scholarships to move their children from public to private schools were dissatisfied with their prior public schools and are very satisfied with their child's private schools; nonchoosing families are very satisfied with their public schools; and private school teachers have less experience than public school teachers and are less likely to hold master's degrees or to be certified. More extensive information is available in research reports, journal articles, and book chapters listed in the bibliography at the end. (JMD)