This study evaluated a partial-immersion program in French in Victoria, Australia, an area in which little research has been conducted to date. The program has operated at an elementary school since 1991 and is the first English/French program of its kind in Victoria. French is the language of instruction for at least 40 percent of classes, with mathematics, physical education, and art taught in French. The present study focused on the interlanguage development of the students in years one through four, drawing on data from a storytelling exercise, cloze tests for the older children, analysis of student writing samples, and think-aloud protocols and classroom observation. Developmental error patterns, English narrative development, and accent are considered. Findings are reported and implications for program policy in this context are discussed briefly. Contains 10 references. (MSE)