The model shows how the essential components of a bilingual instructional setting can be interwoven with the concepts espoused in Management Engineered Teacher Education to provide a systems example that is adaptable to any classroom by the bilingual teacher. Implementation of the system begins with an assessment of the child's language proficiency and language dominance and entails flexible grouping of children based on language dominance and proficiency, mathematics and reading readiness skills, and particular skill needs in any area of the curriculum. Whole class activities include instructional activities in music, art, library, recess, role playing, film viewing, field trips, story telling, and cultural awareness. These activities are teacher and student directed. The system also includes individual instruction through both structured and unstructured activities. Unstructured activities provide for personal child interests, creativity, and cognitive stimulation. Structured activities are carried out through individual student contracting. The system requires both cumulative and summative student evaluation; reflects the needs and interests of children; meets the needs of and reflects the educational philosophy of the teacher; and is in compliance with state, local, and federal regulations for bilingual education. The ultimate goal is self-actualization for both teacher and child. (CM)