The ethnographic study investigated the implementation practices of a bilingual education program. A school site containing factors which were determined to be prevalent across Title VII programs was selected from over 300 Title VII sites. In addition, the school also contained a local student population, i.e., no one was bused from elsewhere; two bilingual teachers in the program, representing a higher percentage of bilingual capacity among the teaching staff than was generally true in other bilingual programs; a program being implemented at two different grade and age levels (K-3 and 4-6); and instructional aides representing the most qualified group of paraprofessionals in the school district. Most of the students were Chicano. The non-teaching staff reflected the ethnic composition present among the student population. However, the teaching staff was predominantly composed of Anglos with a few Chicano and Black teachers. Three classrooms within the school were observed for a period of three weeks. Interview data and relevant documents were also used in the analysis. It was found that the prevalent structure of teaching and the organization of tasks within the classroom determined the implementation practices. Teachers retained their dominant and traditional role. Instructional aides translated traditional subject matter, taught the native language, and enforced the behavioral norms. (Author/NQ)