In the first year of a 2-year extension grant, Project PROBE served 341 limited-English-proficient speakers of Spanish and Chinese at 2 New York high schools. The project's aim was to increase career awareness through instruction in English as a Second Language (ESL), native language instruction (NLA), and bilingual content-area courses, enrichment activities, and guidance and counseling. Some courses were taught with computers. Program evaluation based on course grades, language test scores, attendance rates, information from project staff, and classroom observation reveal that the program met its objectives in ESL and student attendance but did not meet its content-area objective. Whether objectives in NLA, student attitudes, cultural heritage, staff development, and parental involvement were met could not be determined. Program strengths include computer use for instruction, existence of career-oriented activities for students, and efforts to improve parent involvement. Recommendations for program improvement include increased efforts to recruit parents for ESL/Americanization classes; a more realistic and consistent content area passing rate; and development or adaptation of instruments to measure student attitudes toward their cultural heritage. (MSE)