This report describes an external evaluation study of two of the components (instructional and community-parental involvement) on an on-going bilingual intervention program for 3- and 4-year-old children. The purpose of the intervention program is to facilitate the learning of English and Spanish simultaneously in an environment designed to enhance the child's cognitive, affective, and psychomotor skills. Brief descriptions of the program's background purpose and components, and of the children served are included in the report. Evaluation of the instructional component was based on a pre-posttest design (without a control group) which measured language development in English and Spanish, school readiness, and self-concept and personality development. The community-parental involvement component was subjectively evaluated using observations, records, and self-reports by the staff. Major findings include: (1) students made significant gains in language development in English and Spanish and in general school readiness; (2) students developed and/or maintained a positive self-concept and substantially developed in various dimensions of personality growth; (3) children and parents were involved in a variety of activities through home visits; and (4) parents maintained a positive attitude toward the program. (Author/ED)