The evaluation of bilingual education programs is complicated by such factors as the diversity of evaluation methodologies and program goals and the reliability of instruments for minority language students. Three bilingual program evaluations in foreign countries are described in terms of their different contexts and approaches in order to raise issues about bilingual education program evaluation. The programs evaluated were the St. Lambert French immersion program in Canada, the Yoruba 6-year primary project in Nigeria, and the local language literacy training project in the southern Sudan. Based on these evaluation experiences, the strengths and weaknesses of quantitative and qualitative evaluation methods are discussed. A combination of quantitative and qualitative evaluation methods is suggested as a means of maximizing the strengths of each approach. However, it is important that such a combined approach be carefully designed. (RW)