The need to associate bilingual-bicultural learning environments with the development of multidimensional cognitive processes is one of the issues discussed in this paper. Bilingual education is envisioned in terms of affecting a dramatic and progressive trend in the cognitive growth of children. The principal developmental gains found in many Spanish/English bilingual education programs are said to be seen in the progress made by Mexican American children in Spanish language development and in certain affective variables. However, it is held that cognitive development in a multiplicity of variables through the medium of Spanish cannot always be ascertained; also, curricula, incorporating multidimensional cognitive variables at more advanced grade levels, have not yet been completely conceptualized or implemented. The theme of this paper reflects these concerns, among others, coupled with prospective alternatives for giving greater emphasis or extending curricula and instructional changes in bilingual education. It is stressed that the bilingual educator must be a facilitating agent in cognitive development. (Author/AM)