Results of a pilot follow-up study conducted on Spanish dominant students in transition from bilingual programs to English only instructional settings was reported. The sample group was predominantly Mexican American and native Mexican students. Three types of data were collected: individual scores on Comprehensive Test of Basic Skills (CTBS), teacher ratings of performance in five subject areas, and scores on an observation instrument measuring levels of classroom participation. The CTBS scores in vocabulary and comprehension served as measures of English reading proficiency. Classroom participation was considered an important indicator of post-transition success. Data were subjected to a series of regression analyses designed to identify predictors of post-transition performance. Tables summarized the results of statistical analyses. These results should not be generalized unless different Hispanic groups served by bilingual education programs are represented. Recommendations for extension of this research included refining instrumentation to produce a balanced assessment of a variety of language proficiencies. Better conceptualization and specification of the instruments to be employed are required. It is critical to specify criteria for success following transition from a bilingual program. (DWH)