While much attention has been given to the language problems of newly developing nations and to the various phases of planned language development such as graphization, standardization and modernization, not enough attention has been given to language planning that would serve the needs of minority groups in nations such as Australia where the national language, English, is a well-developed one. This paper looks at two major language planning programs in Australia: Migrant (Language) Education, or ME, and Aboriginal Bilingual Education, or ABE. The programs are compared to: (1) highlight the increasing dependence of planning authorities on Australian linguistics, (2) pinpoint matters requiring consideration in the early stages of the ABE program, and (3) indicate new directions for ME. The paper includes two tables which outline the programs and an appendix which summarizes points of comparison in terms of: policy goals; implementers; target population; specific aims, such as languages to be taught; sources of concepts, methods, and language materials; the programs in terms of teacher training, material preparation, administration, and language development; problems encountered; products such as teaching materials and linguistic descriptions; and by-products such as increased linguistic awareness, models for language education, changes in research trends, and an increased demand for training in linguistics. (CLK)