This study was designed to compare time allocations to major functions actually performed and idealized by bilingual administrators and principals; to rank specific procedures used in accomplishing these functions; to determine staffing patterns, and program and organizational characteristics; and to isolate personal/professional demographics of bilingual administrators. Ninety Elementary Secondary Education Act Title VII directors in Arizona, California, Massachusetts, New Jersey, New Mexico, and Texas responded to a survey. Findings showed large similarity in roles based on time allocations to functions, despite differences in organizational factors involving unit responsibility, staff profiles, student characteristics, and functional assignment. Both groups reported a high to moderate sense of autonomy in program leadership. Demographic data descriptive of the bilingual program directors revealed approximately one-third to be females, over two-thirds holding advanced study beyond the master's, and two-thirds certified in administration. Success factors keying on human leadership skills, community leadership, upper administration support needs, and specific capability in business management were identified. (Author)