Motivated by attrition in French immersion programs in Canada, a study was undertaken of the perceptions of French coordinators, helping teachers, school principals, and French immersion teachers in British Columbia (Canada) school districts regarding the attrition rate and students' reasons for leaving immersion. The research differed from previous studies in that it also investigated the strategies used by administrators and teacher to reduce attrition. Over two-thirds of French coordinators responding felt the dropout rate was normal. Elementary school principals felt students were more likely to drop out in seventh grade early immersion than late immersion, and secondary school principals felt students were more likely to drop out in eighth grade. There was little consensus among the teachers. Overall, data suggest that junior high school is a critical period for retention. All groups felt academic difficulty, limited choice of subjects, and peer pressure were the most common reasons for leaving immersion. Some districts had participated in research on French immersion attrition; most of the coordinators and some principals and teachers mentioned some form of action to reduce attrition. Suggestions for intervention to reduce attrition fell into three categories: district, school, and classroom. A list of suggestions to reduce the drop-out rate in French Immersion Programs is provided. (Contains 11 references.) (MSE)