The Grants Bilingual-Bicultural Program provided for the linguistic and academic needs of children with language limitations in English and Spanish, children functional only in Spanish or English and children functional in the Keresan or Navajo language with limitations in English. The evaluation design determined program effects in English language development, Spanish language development, cultural perceptions and attitudes, and academic achievement in science, mathematics, and social science. Pre-test and post-test measures were used for experimental and control group children in grade levels 1, 2, and 3 at 6 schools representing at least 4 ethnic groups and language references. The statistical findings showed that children tended to score higher on the Cultural Sensitivity Test at progressively higher levels in the first 3 elementary grades, that ideas depicting native cultural references have been discussed by teachers in the program, that children in the bilingual program are advancing in the Spanish language arts, and that more structural activities are needed for the Spanish-surnamed child who operates with a Spanish-English mixed language reference base. Observations included that administrative encouragement and support were very apparent and that program personnel were very enthusiastic about the program. (Several pages may be light.) (PS)