Current preschool programs for Mexican American children are examined. Programs are categorized as either experimental or as non-experimental. The emphasis of the experimental section is upon research findings, while the emphasis of the non-experimental section is upon the curriculum and its implementation. Six studies are discussed in the experimental section: the findings suggest that bilingual instruction is not superior to English or Spanish instruction in terms of student achievement. However, one study showed successful social adjustment on the part of Mexican American children involved in bilingual programs. Findings also showed integrated classrooms to facilitate achievement gains for Mexican Americans. Seventeen programs are discussed in the non-experimental section. Findings indicate that in some cases acquisition of a specific English vocabulary enables a greater percentage of Mexican American children than normal to progress to subsequent grades in school. Three outstanding features of these preschool programs are a bilingual approach, a greater degree of parental involvement than in most preschool programs, and an awareness and appreciation of the Mexican American cultural heritage. (Author/KM)