A three-year longitudinal study of bilingual curriculum content (BCC) was initiated in the 1983-84 school year to assess alternative strategies for teaching curriculum content to Limited English Proficient (LEP) students in Dade County (Florida) Public Schools. The BCC strategy (in which content subjects are taught bilingually) was contrasted with a control strategy (in which students are taught in English). LEP kindergartners of Hispanic origin (Cohort I--52 BCC and 58 No-BCC) were followed through second grade. A follow-up group of first graders in 1984 (Cohort II--80 BCC and 58 No-BCC) was also studied. Six BCC and six No-BCC schools participated; six BCC and six No-BCC kindergarten teachers each were in Cohorts I and II. Implementation and survey data from teachers and principals, and classroom observations were analyzed. Achievement test results for both cohorts showed no discrimination pattern of achievement between BCC and No-BCC students. Comparable academic progress in grades 1 and 2 was achieved with or without BCC. It is recommended that the program be substantially modified or replaced to change time allocations and teaching content. The program should also be evaluated in the intermediate grades. Appendices include the implementation instruments and surveys, the pilot project guidelines, and 15 tables of test results. (SLD)