The purpose of this evaluation was threefold: (1) to assess Diversity Unified School District's Hmong dual language immersion program for implementation alignment; (2) to examine whether the program was meeting intended outcomes; and (3) to measure parent perceptions of the program's impact on their child's development of bilingualism, biliteracy, and biculturalism. The evaluation was formative in nature to collect data that would set the standard for determining and defining effectiveness, inform decisions for change, and guide next steps for program improvement. A mixed methods approach was employed to collect data. Qualitative data in the form of focus group interviews with students as well as open-ended questions from parent and staff perception surveys were gathered. Quantitative data included local and state assessments as well as alignment ratings on two strands of the "Guiding Principles for Dual Language Education." Quantitative data showed mixed results in the rating on the "Guiding Principles" while student achievement data from both state and local assessments in English as well as the Hmong Benchmark assessment revealed positive outcomes for students enrolled in the Hmong DLI program, comparable to, and in some grades, better than their non-DLI counterparts. Results from the Parent Voice Survey revealed that 98% of parents were pleased with their child's academic progress in both Hmong and English, and over 90% of parents agreed and somewhat agreed that studying Hmong is important for their child to be more comfortable with other Hmong speakers, better understand and appreciate the Hmong culture, and participate more freely in the activities of other cultural groups. Findings from the open-ended questions for staff, students, and parents on the impact of the program on student learning and development uncovered several themes: improved language skills in Hmong; increased knowledge and appreciation of the Hmong culture; and development of pride, sense of belonging, and strong self-concept. All three groups saw overall growth in student learning and suggested more cultural activities be embedded across the curriculum, availability of resources for classroom instruction and support at home, and transportation be provided for families not residing in the school boundary area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]