Questionnaires were mailed to first, second, and third grade state bilingual education program teachers in five selected South Texas school districts to examine criteria used by state bilingual education program teachers to transfer limited English speaking ability (LESA) children from Spanish reading to English reading. Three-fourths of the 31 teachers who responded used a specific set of criteria, determined by the curriculum used in a given school district, to transfer Spanish LESA children from Spanish to English reading. The criteria used were described in terms of one of seven models. One-fifth of the teachers placed Spanish LESA children with the mainstream of students in regular English instructional program. One-fourth of the teachers rated their criteria for transferring Spanish LESA children from Spanish to English reading as a good indicator of the Spanish LESA child's success in English reading after the transfer was made. It was hoped that results of the study would cause local and state education agency policy makers to assess the status of bilingual education programs in accordance with state laws and to assess the quality of specific criteria for transferring LESA children from Spanish to English reading. A replication study with a larger sample population, perhaps statewide, was recommended. (CM)