A study was conducted to identify the competencies needed by bilingual teacher aides in an elementary school program. A task analysis, in the form of a 341-item questionnaire, was disseminated to 131 bilingual teacher aides in Arizona to determine both the difficulty and frequency of the tasks performed by the aides. To further validate the results, personal interviews with 40 monolingual teachers in bilingual programs and 40 bilingual teacher aides were conducted. Based on study results, it was concluded that bilingual teacher aides are unprepared to perform in the areas for which they are employed. The results were used as a basis for planning a curriculum specific to immediate needs of the bilingual teacher aide. A sample questionnaire, a literature review, recommendations for the development of training materials for the bilingual teacher aide, and bibliographies to guide teacher aide trainers are included. Bibliographies are on the following areas: (1) Spanish for bilingual teacher/teacher aides, (2) the Mexican American child in the classroom, (3) Mexican history and culture for the classroom, (4) communication patterns, methods and material in bilingual education, (5) classroom management for the bilingual teacher aid, (6) cooperative education/ internship, and (7) concepts of bilingual education. (SW)