One of the issues in bilingual education is whether programs designed to provide immigrant children with special aid in learning English are adequate. To provide factual data this study reports on a survey conducted on all classroom and home teachers in the public schools of New York City. Each teacher is asked to list all pupils in the class who have moderate or severe difficulty speaking English and then to indicate the extent of each pupil's participation in specialized programs designed either to improve English language skills or to provide instruction in the pupil's native language. Although the survey inquires about all pupils in the schools who have difficulty with English, the present report is restricted to those of Spanish heritage. Three issues are considered: (1) How many Hispanic pupils have difficulty with English? (2) How many of these are receiving specialized remedial services or instruction in Spanish? (3) How many of these are in contact with school personnel fluent in Spanish? The data presented in this report shows both a substantial need for special services for Hispanic pupils with English language difficulty and a substantial effort on the part of the schools to meet that need. Whether these efforts are sufficient remains a central pending issues. (Author/AM)