This paper describes the development, implementation, and evaluation o
f the first year of a three-year pilot project to teach Japanese to al
l students in grades K through 5 at a Pittsburgh elementary school. Cu
rriculum development followed ACTFL recommendations for proficiency-ba
sed instruction. End-of-year information was collected from learners,
parents, the Japanese teacher, and other school teachers. Results of s
tudent oral interviews indicated the development of a range of profici
ency along the novice continuum. Data from prochievement interviews, t
eacher, and independent observer ratings indicated that an earlier sta
rt may result in more uniform gains for the majority of learners. In a
ddition, a strong positive correlation was found between children's aw
areness of parental encouragement for language study and their Japanes
e attainment. All parents sampled cited specific examples of what thei
r children had learned and a majority expressed strong positive feelin
gs about the class. Within this positive context, we noted nonetheless
an indication by the teacher of perceived program marginization withi
n the larger framework of the school's offerings. This and other facto
rs associated with program implementation and the children's attainmen
t are topics for continuing investigation and documentation.