Part 1 of this paper considers conventional bilingual-bicultural programs, observing that there is still much need for improvement. According to the author, successful programs require adequate societal information; a clear understanding between school, home, and community; a satisfactory statement of basic program philosophy, rationale, goals, and objectives; a sound program design; provision for research; and a clear description and evaluation of the program at each stage for the benefit of other interested communities. Part 2 explores the field of early childhood, especially ages two to five, and finds implications for innovative bilingual-bicultural education. The paper points to evidence that in these early years children have a great though often untapped potential for learning in such areas as language, culture, art, music, literature, numbers, nature study, and human relations. It concludes that the best way to achieve a significant new advance in bilingual-bicultural education is to take full advantage of the prodigious learning potential of children between birth and age five. (Author/SK)