Four evaluation studies were conducted of French as a second language program in grades 4, 5, and 6 in a large urban school district in western Canada. As a result of the 1972 study, which revealed major discrepancies between intended and observed outcomes, especially in oral skills, a major objectives-based curriculum was initiated. As part of the implementation of the revised curriculum: (1) objectives for each grade level stated in measurable terms; (2) time allocated for instruction increased from 90 to 150 minutes each week; (3) inservice teacher education was provided; and (4) articulation with the French program in grades 7 through 12 was coordinated. Three program evaluations, based on the new curriculum, were undertaken. In general, program evaluation showed improved performance in oral skills. Audio comprehension also improved in grades 4 and 5; but, in grade 6, audio comprehension tests favored the old program pupils. Side effects studies were not conducted. Inferences drawn from the study included the need for coordination between evaluators, program developers, and policy makers; the importance of the timing of evaluation studies; the high cost and difficulty of undertaking process evaluation; and the need for more standardized French achievement tests for Canadian elementary school students. (MH)