The Home Environment Variable Questionnaire was given to guardians of 73 fifth grade students enrolled in bilingual-bicultural education programs in Espanola, New Mexico, for the purpose of identifying those home environment variables which predicted academic achievement. Grade Equivalent Scores from the Comprehensive Test of Basic Skills were used to measure student achievement. The questionnaire covered parent level of education, family size, verbal interaction (which language, Spanish or English, do family members use to speak to each other), learning materials in the home, encouragement of the child to read, parent aspirations toward education and future employment of the child, parental trust in school, home stability, and income levels. Step-wide multiple regression analysis was used to determine the relationship between home environment and academic achievement. For the total sample, the following five home environment variables were found to best predict achievement when they operated jointly: verbal interaction; total size of family; which parent handles household money; number of hours spent reading with the child in English and/or Spanish; and parental aspirations for the child. Although there were differences in the four dimensions selected for the male and female sub-samples, number of family members still at home and verbal interaction applied to both. The questionnaire used in the study and a data collection sheet are part of the document. (CM)