ABSTRACT This paper presents the evaluation of a bilingual program for native English-speakers in Brampton, Ontario, which involves the use of French as the medium of instruction for 70% of the curriculum in Grade 8 and 40% in Grade 9. Two successive cohorts are considered in relation to students in the regular English program. By the end of Grade 9, students in the bilingual program show a much higher level of French achievement than those in the regular program (twenty minutes of French per day) and do as well with respect to English skills and other academic areas. They also show a greater facility in study skills relating to the use of graphic materials. Both groups show the same degree of positive attitude toward French and French culture and people.