The bilingual program implemented in Community School District 32 in Brooklyn, New York, had Spanish and Italian instructional components. The Spanish component served limited English speaking children in grades K-3. The Italian component served 328 Italian dominant children in grades K-9. English dominant students participated as peer models in both components. The bilingual program was evaluated through consultant observations, interviews with program personnel, students and parents, and pupil testing. Findings indicated that both components were well-implemented. Statistical analyses of student achievement data showed that in the majority of cases there were significant positive differences between pretest and posttest scores. Observation checklists and a position paper on the identification of students with limited proficiency in English are appended. (MK)