The Bilingual Education Act of 1968 (also know as Title VII of the Elementary and Secondary Education Act of 1965) recognized that the educational needs of Limited English Proficient (LEP) students could not be met by traditional, English-only instruction. This legislation provided funding to state education agencies and local school districts to encourage development and implementation of bilingual education programs and has undergone revision in 1974, 1978, 1984, and is part of the Hawkins-Stafford Amendments of 1988 (PL 100-297). The purpose of this paper is to increase school social workers' knowledge about bilingual education and to generate ideas about how they can promote bilingual education for LEP students. Growing evidence in longitudinal studies supports the claim that early positive school learning experiences result in lower retention and dropout rates. Making use of the LEP students' home languages in initial contacts with school will increase their chances of having positive learning experiences. Success in school will enable LEP students to break the cycle of poverty and ease their entry into mainstream America. The paper presents: (1) an overview of the Hawkins-Stafford Amendments; (2) a case for bilingual education for Hispanic LEP children; (3) pro and con positions on bilingual education; (4) a synthesis of recent research findings; and (5) the role of school social workers in bilingual education. A list of 27 references is included. (ALL)