The ultimate goal of Project SABE (Systematic Approaches to Bilingual Education) was to improve the linguistic and computational performance of 793 New York City students with limited proficiency in English and 141 English dominant students in grades K-4. The instrumental goal of the project was to improve the performance of the 34 bilingual teachers and 9 paraprofessionals involved in the program. Pupil instructional activities focused on the development of reading, writing, and mathematics competence. English as a Second Language instruction was offered as well as content area teaching in the child's dominant language. Teacher training consisted of orientation workshops, inservice programs, on-site observation and training by resource teachers, and college education programs. Project SABE also had a community and parental involvement component. Pre and posttest achievement data, interviews, and observation were employed to facilitate the development of recommendations for future program implementation. Kindergarteners were found to improve minimally in English and Spanish language arts skills. Students in grades 1-4 were found to have accomplished program objectives of statistically significant gains in English and Spanish reading and math skills. (MK)