Reclassification is a process whereby students with limited English proficiency are deemed ready to participate in programs where English is the sole language of instruction. In California, the current reclassification criteria do not include achievement levels in the primary language and other variables related to the student's linguistic, academic, and sociocultural background. The purpose of this study was (1) to investigate the interrelationship of selected variables to determine if they provide useful information in assessing the readiness of students for reclassification and (2) to analyze the interrelationship of the variables throughout the early stages of the bilingual program. The variables analyzed were: (1) primary language achievement, (2) instructional level, (3) the oral language/reading relationship, (4) time in program, and (5) teacher judgment. The analysis was conducted across instructional program Stages and by each Stage. Three research questions were asked regarding differences in English achievement between primary language groups, program Stages, instructional groups, oral English groups, and between teachers' judgments and other variables. Results of the first research question indicated that across program Stages, students whose performance was high in Spanish reading scored significantly higher in English reading. In the Stage analysis, the same result occurred at Stages I and II. Results of the second question revealed that overall performance in English reading improved across Stages, however, intermediate (4-6) students performed less well while primary (K-3) students improved their performance. Grade K-3 students scoring in the high primary language group also did well in English. Results were not conclusive for Grade 4-6 students; however, the data revealed that these students were not receiving consistent primary language instruction. Students scoring in the high oral English groups also performed well in English reading. Results of the third research question regarding teacher judgment did not show discrepancies between these judgments and the objective data. Spanish achievement, however, was more significant than English achievement in teacher perceptions of student progress. The data suggest that primary language achievement, instructional level, and oral English performance may be important indicators of achievement in English as well as significant variables to be considered in the reclassification process.