While the concept of bilingual education is well-intentioned and pragmatic for public schools, it is not well understood by educators who use it. Differences in understanding lead to diverse actions and contribute to the confusion surrounding the concept. Policymakers, theoreticians, researchers, and practitioners each view bilingual education from a different perspective. A survey of elementary school teachers found no consensus on the meaning of the term "bilingual education." The concept, as it is applied in schools, needs to be clarified so that its intention can be fulfilled. The term "bilingual education" should not be used when the more specific term "bilingual curriculum" is more appropriate. "Bilingual curriculum" is the operationalization of the concept of "bilingual education." This distinction could help new teachers deal with the realities of classroom life and inform teachers in their task. Disenchantment with the operationalization of a misunderstood concept and inadequate preparation to deal with its ramifications has led to a shortage of bilingual teachers. Dialogue among educators about the differences between bilingual education and bilingual curriculum could result in more coherent programs, to the educational benefit of all limited- and non-English-speaking students. A 19-item bibliography is included. (MSE)