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While two-way immersion programs have been shown to be very effective for both language majority and language minority students, their effectiveness with students who speak a home language other than those used in the classroom has not been established. Since tlfe inclusion of such third language students in two-way immersion programs is rare, little is known about whether the effects might be positive or negative. However, a Korean/English two-way immersion program implemented in Los Angeles which includes several speakers of Spanish and Tagalog presented a rare research opportunity. Among several possible areas of concern regarding the effects of two-way immersion on third language students, differences in ethnic identification might be anticipated. This exploratory study provides and discusses indicators of positive program outcomes which relate to academic achievement, language …