The first implementation year is reported of a Classical Greek magnet program at Paul Robeson Classical Studies Middle School in Kansas City, Missouri. The following program components are summarized: educational environment, community component, multi-cultural component, athletic and health components, personal value system, classics component, and student misconduct. This formative evaluation covers five areas: student demographics, program implementation, perceptions of and attitudes toward the program, achievement levels, and the extended day program. Among the findings are the following: (1) theme implementation was evident; (2) faculty perceptions were more positive in the spring than the fall; (3) teachers disagreed about parent involvement and student discipline, and they saw facilities and student behavior as hindrances; (4) students enjoyed the physical education activities, but did not think the school was safe and more than half stated they did not want to return; (5) achievement scores were generally below district and national levels; and (6) the extended day program activities were focused on tutorial, theme-related, and enrichment areas. Enrollment goals were not met for any of the grades; grade 8 came the closest with 76 percent minority. Ten tables and figures supplement the narrative. (LB)