The characteristics of Canadian language immersion, bilingual education, and modified immersion programs are described, and their characteristics are compared with research findings on the characteristics of effective dual language programs. The information provided is intended to assist policymakers, educators, and community leaders in making informed decisions about language development programs. Several questions associated with bilingual and immersion education are addressed: What is immersion education?; What is bilingual education?; Under what conditions have immersion and bilingual education programs been effective?; What is the potential of modified immersion designs to meet the educational need of minority language students?; and Under what conditions is modified immersion education a viable alternative to bilingual education? A list of references is supplied. (MSE)