This study investigated the effectiveness of a second language program in seven schools in a medium-sized school district in central California during the 1994-95 school year. Three educational levels (elementary, middle, and high school) were examined from the perspectives of teachers (n=194), administrators (n=23), instructional aides (n=40), parents (n=10), and others (n=14). The questionnaire administered to the respondents consisted of 67 Likert-type items on four scales: program goals and objectives; instructional practices, activities, and materials; staff development; and parent involvement. Questions were drawn from the district's school site plans, as well as from guidelines for programs serving second language learners, research, and practice. Results showed different response patterns from different constituent groups. Interviews at the school sites indicated lack of communication among staff. Parents were more satisfied than teachers, administrators, and aides about program implementation. Implementation differences were found between school levels; high schools were least satisfied with implementation, while elementary schools were most satisfied. The parent involvement component appeared to be the weakest area at elementary and middle school levels. At the high school level, the program goals and objectives component appeared weakest. Effective instructional practice was the strongest area at all levels. The questionnaire is appended. Contains 16 references. (MSE)