This qualitative study reports on the early implementation of bilingual education by teachers working in pre-tertiary contexts in Taiwan, with a specific focus on perceived challenges and the resulting bilingual education arrangements. Taiwan's public schools have begun to implement bilingual education in response to the Bilingual 2030 policy. Several scholars have identified potential challenges that may affect implementation. However, little is known about the challenges perceived by teachers and their effect on the implementation of bilingual education. This study addresses this gap using data collected through semi-structured interviews with 12 teachers from various academic disciplines in five primary schools and five junior high schools in northern Taiwan. Three challenges and six bilingual education arrangements were reported by the participating teachers. The paper discusses how these challenges may produce varying arrangements that are designed to achieve different outcomes, highlighting the need for policymakers to clearly define the intended outcomes of the bilingual education policy.