A bilingual education program in two New York City elementary schools is evaluated. The program served 369 students, most of them limited-English-proficient native Spanish-speakers, providing supplementary instructional services in English as a Second Language (ESL), native language arts, and mathematics in the context of architecture. The report summarizes the program's staffing, specific behavioral objectives and results in those content areas, attendance and persistence patterns, student grade retention, services for students with special needs, mainstreaming, staff development, curriculum development, and parental involvement, and includes one brief case study. Notes on methods of data collection and analysis for the evaluation and a list of instructional materials used are appended. (MSE)