ABSTRACT Language teachers do not need to be convinced that second language learning is an enriching experience. However, our feelings about the many benefits of knowing more than one language have been obscured in arguments about ‘relevancy’ over the past few decades. Now that the educational establishment has been exposed to bilingual schooling, new concerns have been expressed over the potential disruption to the regular curriculum caused by the introduction of languages other than English. While not classifiable as either a full bilingual program or a traditional second language course, the language project of the Teachers Corps at Key Elementary School, Arlington, Virginia, provides a useful model for other schools located in multilingual communities across the nation. The present study is an evaluation of the effects of the language project.