The assessment reported in this paper represents the first attempt by British Columbia to use the Canadian Ministry of Education's assessment program model with special programs; in this case, the French immersion program was chosen. Objectives of the assessment were as follows: (1) examination of the extent to which students are achieving provincial curricular goals in French reading, listening, and speaking; (2) determination of student attitudes toward various aspects of French language and culture and their self-perceptions of their knowledge of French; and (3) comparison of immersion students' achievement in previous provincial assessments of English reading, mathematics, and science with achievement of students enrolled in regular English programs. French reading, speaking, and listening tests and student opinion questionnaires were administered to students in grades 4 and 7. The subjects included 1,508 early immersion fourth graders, 718 early immersion seventh graders, and 616 late immersion seventh graders. Results indicate that both the early and late immersion programs are effective school options for second language learning. Seven tables are presented. (TJH)