The parents of students in the second year of a kindergarten French immersion program were surveyed to determine their experiences in the program, and a sample of the children who had spent one or two years in immersion was interviewed by a procedure developed for assessing the French language skills. The interview procedure was planned to assess listening comprehension and communication skills varying from single words to groups of words or sentences, with consideration for brief attention spans and individual rates of progress. The subjects were 31 students who had attended four-year-old and five-year-old immersion kindergarten and a matched group of children who had only attended the five-year-old kindergarten. It was found that the children understood most of what was said to them during the interview, and that about three-fourths of each group responded entirely in French, and those with two years' immersion responded with a noun or pronoun and a verb much more often and used more words than the less experienced group. Many from both groups spoke clearly with natural intonation, pace, and volume and appeared interested and confident. Teachers' comments during the interviewers' school visits were also noted. Parents' responses indicated general satisfaction with the program's success in teaching French, with a desire for smaller classes and more French cultural education. (MSE)