Project VIBES at South Shore High School in New York City is described in this report. The project is a transitional bilingual education program that emphasizes acculturation and the acquisition of English language skills while maintaining the native language and appreciation of the students' cultural heritage. As implemented in 1980-81, the program served several Haitians and some Chinese, Hebrew, and Spanish dominant students with limited English proficiency. The instructional component included English as a Second Language, native language classes, mathematics, science, social studies, and elective courses. The non-instructional component included program administration, curriculum development, counseling services, and provision for parent involvement. Evaluation indicated that: 1) student performance on a test of English syntax was short of the program's objectives, although some gains were demonstrated; 2) gains were reported in mathematics, science, and social studies; 3) achievement in native language courses was generally high; 4) most students demonstrated knowledge of their cultural heritage; and 5) program participants' attendance rates exceeded the average school rate. Recommendations for program improvement are presented in the report. (Author/MJL)