This study describes a qualitative evaluation of Coquitlam School District's French Immersion program using a methodological approach derived from the work of Robert Stake, and Yvonna Lincoln and Egon Guba. A purposive sample of fifteen individuals closely involved with the Immersion program was selected. In-depth interviews were conducted with each subject individually to determine the informants' opinions and attitudes regarding the French Immersion program. An analysis of their responses revealed that Coquitlam School District's French Immersion program achieves its stated aims and that they should be maintained. The respondents identified seven major strength areas of the program. The program (1) produces a good knowledge of French language and functional bilingualism in its graduates; (2) opens students' minds; (3) provides challenge and risk-taking opportunities; (4) improves graduates' job prospects; (5) provides students with skills necessary for life in the real world; (6) enhances students' knowledge of Canada; and (7) has an excitement factor. Five areas of concern needing change or improvement were identified. These were: (1) social problems encountered by students in French Immersion; (2) pressure on students from extra work, parents and other teachers; (3) the need for more cultural experiences; (4) the need for students to experience more French in the upper grades; and (5) the need for continued support for the program. The respondents indicated a high degree of satisfaction with French Immersion. (Abstract shortened by UMI.)