Evaluation was made of the Wilson School District's oral Spanish and oral English development programs for preschool and first-grade children with limited proficiency in English and/or Spanish. The program consisted of 3 major components: an English Oral Language Program (EOLP) for children using nonstandard English, a Spanish Oral Language Program for non-Spanish-speaking children and for Spanish-surnamed with Spanish oral language deficiencies, and a Spanish Language Arts Program for pupils with a basic structure and phonology in Spanish. In addition, the Initial Teaching Alphabet program was used with a control group of children being exposed to beginning English language development. Evaluations were made of the individual programs (with a varying number of meetings per week) and of the comparative success of the various programs. Analysis of covariance provided consistent indications in support of the EOLP for children with limited proficiency in English. While the Spanish language programs are envisioned as important components of the Wilson Bilingual Program, they do not appear as well-developed as the English-as-a-second-language component. With refinement of the Spanish language component, it is expected that the Wilson program will enhance the bilinguistic and overall academic development of the beginning pupil with limited English and/or Spanish. (AL)