Today Spanish speaking migrant families from the Rio Grande Valley are moving to such eastern states as Florida and New York, as well as to the western agricultural states. Because these children are migratory, they have special social and physical needs. Therefore, programs developed for them cannot focus solely on academic needs and classroom activities. Comprehensive programs must consider and, if possible, include the family and the community in order to meet the children's needs as completely as possible. This monograph discusses the development of special programs for these Spanish speaking migrant children. Topics covered are: definition of bilingual education and English as a Second Language (ESL), judicial and legislative support, pre-program assessment, grade and age level, children's length of stay, integration with or segregation from the regular school program, selection of program models (i.e., intensive ESL, pull-out ESL, transitional model, maintenance bilingual model, and supplementary model), establishment of instructional program goals based on the model, program staff, parent and community involvement, support services, instructional materials, student and program evaluation, and dissemination. Colleges and universities which offer bilingual education training, and bilingual education centers are listed in the appendices (NQ)