The Sabal Palm Elementary School in Miami, Florida, cooperated with Florida International University to develop three innovative language programs: (1) Spanish, employing a modified immersion technique for kindergarten and first and second grades; (2) Latin, emphasizing the Latin origin of English for grades five and six; and (3) Shakespeare's works and life for grade three. The evaluation was designed to determine whether these programs altered student achievement and whether students, staff, and parents were affected by participation in the programs. The students were tested for language proficiency and academic achievement; parents and teachers completed questionnaires; and a sample of students was interviewed. Results were positive except that there was no clear indication that the Latin program effected academic achievement. The participants' questionnaires and criterion referenced achievement tests are appended. (MGD)