Massachusetts passed the first state legislation mandating bilingual education in 1971, the Transitional Bilingual Education Bill (TBE). This publication contains five case studies that demonstrate how teachers and schools have responded to the needs of their minority group students. The first case study, "Bilingual Education in a Bilingual Community," describes a Spanish/English program that incorporates the parents' goal of a bilingual program in the context of quality education. The second study, "One Full Curriculum Shared by Two Languages," describes a joint effort by an English-speaking teacher and a Cambodian teacher to provide a well-rounded program for Cambodian students, despite a lack of materials and Cambodian-speaking personnel. Study 3, "Schooling a Transient Population of Japanese," describes an effective bilingual program for small numbers of students at each grade level, and study 4, "An Introduction to English Language and Culture Through Technology," describes a high school English-as-a-Second-Language class that uses word processing to teach literacy to Vietnamese students. Finally, the fifth case study, "Good Bilingual Education Is Good Education: The Case of a Kindergarten Teacher," describes a kindergarten Cantonese bilingual classroom based on high expectations and research-based teaching strategies. The report concludes by discussing the impact and flexibility of TBE and the observed characteristics of the teachers involved in the program. Typically, these teachers: (1) have a strong sense of commitment and advocacy; (2) do work that goes beyond teaching; (3) care a great deal about their students; (4) have a good understanding of students' backgrounds; (5) have high expectations; and (6) teach in a way that focuses on learning first, and on learning language second. A 21-item bibliography is appended. (FMW)