A study was undertaken to assess the French second language proficiency of kindergarten students in two intensive French programs and to assess the development of mother tongue skills of native English speakers in a third program. The three subject groups were as follows: (1) students in a full-day immersion program; (2) francization (half-day) program students; and (3) students attending a regular English language kindergarten. The second group had two subgroups, those with English as a native language and those with other native languages. Listening comprehension and oral production tests were administered in French and the Canadian Test of Basic Skills was administered in English. Results show that: (1) the francization group scored higher than the immersion group on all French language tests; (2) French language skills were similar among both francization subgroups; (3) the francization group scored lower than both other groups on the English vocabulary and language tests (attributed to the ethnic diversity and sociolinguistic milieu of this group); and (4) all groups scored similarly on the English listening comprehension and mathematics tests. The document provides several tables and, in the appendices, explanations of statistical procedures as well as a set of pictures used in the oral production test. (MSE)