Students' use of French in unsupervised classroom situations and outside the classroom was investigated in immersion center schools (all students are involved in French immersion programs) and dual track schools (French immersion programs co-exist with regular English language programs). A total of 414 students in grades 3 and 4 were observed during periods of structured but unsupervised activity in French immersion programs. Language usage was measured by teacher observation, students' self-reports, and teachers' reports. Language use was not significantly influenced by grade level or type of immersion program as assessed by teacher observation. The only statistically significant differences were between individual classes. This may indicate the extent to which the teacher and the setting had an immediate and forceful impact on the student's French speaking behavior. Students' self-reports tended to support findings from structured observations. However, teacher's reports indicated that students from immersion center schools spoke more French outside of the classroom compared to students from the partial (dual track) immersion programs. It is concluded that although results are mixed, in the teachers' minds there is little question that the immersion center is the more advantagous environment. However, all results indicate that students enrolled in immersion programs do speak French, at least to some extent, both within and beyond the classroom. (RW)