The partial immersion program at Key Elementary School (Arlington, Virginia), where half the instruction is in English and half in Spanish, has completed its sixth year. The program review, including classroom observation, interviews with or surveys of students, teachers, parents, and staff, and student assessment, revealed a highly successful educational program for grades K-5. Program success is attributed to the dedication of principal, teachers, and staff; innovations in English- and Spanish-medium instruction, especially approaches to reading and writing; active parent involvement; and continued central office English- and native Spanish-speaking students. (MSE) well as or better than other students in their grade level. Three major recommendations are made for the coming year: (1) continued expansion and refinement of teaching techniques and strategies; (2) increased opportunities for teachers to continue training through in-service workshops and conferences on student cultural needs and instructional strategies; and (3) improved articulation between elementary and secondary school partial immersion programs. Overall student performance in this program confirms results of other partial immersion programs and verifies that the model is appropriate for educating both native English- and native Spanish-speaking students. (Author/MSE)