This study attempts to provide some general guidelines for the development of preschool bilingual-multicultural (BL-MC) curricula in a number of diverse Spanish-speaking environments and cultural enclaves, including Puerto Rican, Cuban, and Mexican American communities. Significant factors in the development of a BL-MC curriculum are identified and described briefly. These include: (1) careful and systematic determination of language of instruction, (2) emphasis on educational approaches which build children's self concepts within their cultural milieu, (3) active participation of parents as important resources in all phases of the curriculum, beginning with its design, (4) cooperation from parents, educators and community agencies to assure health and safety practices for the physical and emotional well-being of Spanish-speaking/surnamed children, and (5) comprehensive plans for learning activities commensurate with curriculum goals and objectives, for evaluation of curriculum and for validation and replication of the curriculum model. Definitions for curriculum, language, bilingualism and culture are presented and it is concluded that curriculum development for preschool bilingual-multicultural children has important implications for the future of American education. (Author/SB)