The purpose of this dissertation was (1) to determine who holds primary teaching responsibility for bilingual/biculturalism in the public schools; (2) to determine what methods and materials are being used in these programs to teach bilingual students; and (3) to obtain and interpret teacher opinions of the major curricular problems faced in instigating a bilingual program. An analytical approach was used in this study. The data were gathered from 186 Texas public school districts with established instructional programs in bilingual/bicultural education. A questionnaire was used and reinforced by personal interviews. One hundred schools, or 53.7%, responded to the questionnaire sent to the director of bilingual/bicultural education in the 186 districts. The following conclusions are based on the data received from the participating school districts: (1) the majority of the teachers presently teaching in bilingual classrooms in Texas are bilingual, (2) the use of paraprofessionals in the bilingual classroom is a widespread policy, but less than one-half of the districts employing paraprofessionals have one paraprofessional per full-time teacher, and, (3) fourteen subject matter and/or skill areas of instruction are being taught in both English and Spanish by a majority of the districts involved in bilingual education for an approved length of time per week thereby meeting guidelines that were established. (Author/AM)