For this dissertation, 15 randomly selected Title VII bilingual/bicultural education programs were selected. The target population was the Spanish speaking student. In this study, the following program components were considered: (1) the students, (2) the teachers, (3) the parents, (4) the community-at-large, and (5) the curriculum. It was concluded that, though all Title VII programs purport to be implementing the five component elements of bilingual/bicultural education, there is evident variation in the importance given to each of the elements by the programs studied. A chart indicating the comparative degree of implementation of the five components in the 15 programs is included. (Author/AM)