The difficulties in evaluating bilingual education appear to have prevented success in all but a few evaluation attempts, but better and more meaningful evaluation is neccessary in order to identify the strengths and weaknesses of bilingual programs. Many bilingual programs are undergoing constant modification, adequate assessment instruments have been lacking, and political pressures have interfered with evaluation programs. Since it is hard to find individuals who are expert in both evaluation and bilingual education, evaluation teams are recommended rather than individual evaluators. Control groups are not normally available, so quasi-experimental designs must be used. The author recommends the Before-and-After and particularly the Time Series designs. Several precautions are listed. Independent variables for an evaluation are listed and categorized as contextual variables, student variables, and treatment variables. Dependent variables must reflect the goals or objectives of the bilingual program and must be valid. Good comprehensive documentation is also essential, particularly in longitudinal research. (CTM)