This report examines the progress in 1992-93 of the Career Awareness Program for Bilingual Haitian and Hispanic Students (Project CAP) in New York City. In the year under review, Project CAP served a total of 292 students with limited English proficiency who were also limited in their ability to read and write in their native language. Participating students received instruction in English as a second language (ESL); native language arts (NLA); and the content-area subjects of mathematics, science, and social studies. Although the project established a multifaceted parental component, which included ESL classes and educational trips, it found it difficult to stimulate participation. The project met its objectives for ESL, American culture and citizenship, cultural heritage, attitude toward school, career development, dropout prevention, attendance, staff development, and curriculum development. The project only partially met its objectives for Spanish and Haitian NLA, parental involvement, and content-area courses. Recommendations include the need to attempt to increase passing rates in Haitian and Spanish NLA as well as the content-area courses by using techniques such as small-group and individual instruction and peer tutoring, as well as offering more materials to accommodate students' different learning styles. Appendices contain a list of instructional materials, class schedules, and the study's Likert scale measurements. (GLR)