The primary objective of this Elementary Secondary Education Act Title I program for mentally retarded children was to improve the ability of the 450 participants to communicate effectively in either English and Spanish or in both languages. The second objective was to improve the reading and mathematics scores of these bilingual mentally retarded students. The program was implemented in 96 classes at 27 schools in Manhattan, Brooklyn and the Bronx. Four hundred forty-two students ranging in age from seven years eight months to eighteen years two months were chosen to participate. The program became operative in February 1975. Observations, interviews with participating teachers and data from a survey questionnaire indicated that by using a bilingual approach the students were able to improve communication skills, develop better student/teacher rapport and through individualization, improve work/study skills. Though test data are inadequate to indicate that objectives were met, it would appear that this program served such an important need that its services should be incorporated into the overall future planning for the mentally retarded. The short duration of the program, the staffing dificulties, inadequate facilities and administrative constraints all contributed to procedural drawbacks. (Author/JM)