This article describes a research project carried out by the Intercultural Development Research Association (IDRA). IDRA's primary research question for this study was, "What contributed to the success of a bilingual education classroom as evidenced by LEP student academic achievement?" In addition to the student data, qualitative and contextual research questions for other indicators emerged from an extensive review of the research. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.]