This research studied the possible effects of student participation in foreign language programs in elementary schools on student performance on standardized tests. This studied compared groups of students from two different schools. One group participated in a structured foreign language program; the other group did not participate in any foreign language programs. This studied analyzed the effects of participation on the math, reading/Language Arts, social studies, and science sub-tests of the standardized test for the state of Tennessee, the TCAP test. The results showed a statistically significant difference in student performance between students who participated in the FLES* programs and students who did not participate in FLES* programs. The participants scored statistically significantly higher on each sub-test: math (p = .02), reading/Language Arts (p = .03), science (p = .001), and social studies ( p = .001). Despite the statistical difference, an examination of the partial eta squared coefficient showed no more than 2% of the variance was accounted for, thus the educational relevance of the outcome is minimal.