The monograph is intended to help the education community understand and implement the concept of bilingual education. Part I notes recent forward moves in teacher education for multicultural programs and bilingual classes. In Part II descriptions of model programs in the Philadelphia School District are used to provide perspective on the problem of providing instruction in all academic subjects in the mother-tongue of "national origin-minority group children". Part III discusses the competencies upon which bilingual teacher education curriculum content and design should be based, the teaching strategies appropriate for the bilingual bicultural classroom, and the preparation of teachers for testing student progress. The serious issue of the interpretation given to the "cultural" component in any program or class is dealt with in Part IV. Two evaluation instruments, aimed at the teacher in a preservice role, are included: Evaluation Profile for Areas of Performance for Teachers in Bilingual Settings and Self-Evaluation Profile for Teachers in Multicultural and Bicultural Situations. Appended are operational definitions for the Teaching Performance Profile for Bilingual Settings; the major program components, competencies, and experiences for bilingual teacher education programs; and lists of selected information sources and the ESEA Title VII Bilingual Training and Resource Centers. (SB)