This paper examines the ambiguity in defining terms within the field of bilingual education, noting problems with poor professional development available to teachers selected to participate in bilingual education programs. The first section discusses terminology within bilingual education programs, focusing on the following: transitional bilingual education program, English immersion, English as a Second Language, English Language learners, and two-way bilingual education/dual language program. The second section examines historical problems with bilingual education (e.g., federal legislation, limited finances, and student evaluation methods). The third section presents results from a survey that asked elementary teachers about the bilingual program used at their school. Overall, teachers were confused about many aspects of their programs. Half did not know what program the school used. Nearly all believed that one language dominated instruction in a bilingual class (some believed it was Spanish and some believed it was English). Most teachers thought that transitional bilingual programs allowed students to become literate in both languages (though they actually help students become English-proficient as quickly as possible). Half of the teachers believed that students who neither spoke Spanish nor were proficient in English had been misplaced in a Spanish/English bilingual class. (Contains 13 references.) (SM)