This study utilizes quantitative content analysis (QCA) and deductive qualitative approach (DQA) grounded in Ruiz's orientations of language planning to understand the landscape of bilingual educational research. This QCA included targeted counts from bilingual journal articles (n = 102) covering methodology, participants, region, and bilingual program. DQA used coding methods to infer whether programs maintained a positive or negative iteration of bilingualism. The QCA suggests that articles published are centered on qualitative methodologies, conducted in elementary dual-language classrooms, and concentrated in the northeastern and western US. The DQA demonstrates programs maintain a language-as-resource orientation. These findings provide important implications for researchers studying bilingual education.