Investigated in this study were: (1) the sociolinguistic background of bilingual students at the University of Texas at El Paso (UTEP); (2) the socioeducational side of bilingualism; (3) the relationship between skill in English and academic performance among bilinguals; and (4) the language attitudes of these students. A stratified random sample of 301 full-time, undergraduate, unmarried Mexican Americans at UTEP during 1970-71 was used. The sample was subdivided into 16 homogeneous groups according to age, sex, year of school, and other factors within the Mexican American and the Anglo population. The Sociolinguistic Background Questionnaire and the College and University Environment Scales (CUES) were administered. The CUES consisted of the following: practicality, propriety, community, awareness, and scholarship. A sub-sample of 30 students was used to measure the linguistic portion of the study. Some of the findings were: (1) performance was in general lower in Spanish than in English; (2) as socioeconomic status increased, so did English skill; (3) attitudes toward the desirability of English were correlated with school performance; and (4) skill in written English was positively related to academic performance. Not available in hard copy due to marginal legibility of original document. (NQ)