This paper discusses the potential of bilingual education and its possible implementation in Kyrgzystan, focusing on why bilingual education can be useful in solving linguistic tension in Kyrgzystan and which organizational questions must be considered to make bilingual education effective. The paper begins by examining and refuting common concerns (children will be traumatized if they are spoken to in a different language, and children will confuse the two languages and end up unable to speak either one correctly). Next, it presents common models and experiences with bilingual education from other countries (submersion, immersion, partial immersion, transitional immersion, maintenance immersion, and two-way immersion). Finally, it discusses issues related to curriculum, teachers, textbooks, and classroom composition. It concludes that children who attend bilingual education programs naturally grow up with two languages, have more positive attitudes toward other ethnic and linguistic groups, and are more confident about their own ethno-linguistic identity. It asserts that bilingualism is a prerequisite for dialogue and understanding between ethnic groups in Kyrgyzstan. (SM)