A bilingual program was implemented to meet the educational needs of Spanish American and Indian children with noted deficiencies in English and/or their native languages. The program components were an English Oral Language Program coupled with concept reinforcement in the vernacular for kindergarten children using non-standard English, along with a Spanish Oral Language Program for non-Spanish-speaking kindergarten children and for children with a basic structure and phonology in Spanish. Language instruction was provided on a differentiated basis, depending on diagnostic measures. Proficiency in both languages was ascertained with pre- and post-testing. Parental attitudes toward bilingual/bicultural programs and student attitudes toward their own and other cultural characteristics were also measured. Although statistical findings did not indicate highly significant gains in student achievement, the trend was in a positive direction. It was strongly recommended that both program components be continued after careful examination and revision. (JH)