This report presents information on the Connecting Worlds/Mundos Unidos Project and provides a general comparison overview of accomplishments during its five years of operation. The Connecting Worlds/Mundos Unidos Project has been operating in the El Paso Independent School District (EPISD) for eleven years, but in the present format as a Jacob K. Javits grant for the past five school years, this being its last year under this grant. It is one of very few dual-language projects for gifted students in the United States. In EPISD, the project is implemented at three sites: Mesita Elementary, Wiggs Middle, and El Paso High. Project students begin their dual-language education experience at Mesita Elementary, continue on to Wiggs Middle, and complete their preparation at El Paso High. The curriculum is offered to participating students in English and Spanish, based on the 50/50 model of instruction, i.e., approximately 50% of all instruction is delivered by teachers in one language or the other depending on the teacher's schedule of activities. This approach to teaching students in two languages has been widely researched, and the reader is encouraged to review at least three sources: Cloud, N., Genesee, F., and Hamayan E. (2000); Center for Applied Linguistics. "Frequently Asked Questions About Two-Way Immersion," which can be retrieved from cal.org/twi/FAQ.htm; and Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students." Harvard Educational Review Abstract 213. Fall 1997, which can be accessed at http://www.hepg.org/her/abstract/213. We also recommend the extensive research works by these authors: Merrill Swain; Stephen Kreshen; James Crawford; Fred Genesee; Lilly Wong-Fillmore; and James Cummins. Appended are: (1) Schools, Teachers, and Class Schedules; (2) Student Demographics in the Program Schools; (3) Scholastic Achievement Test & AP Test Scores; (4) Summary of Major Findings by Program Year; and (5) Observation Guide.