Although both desegregation and bilingual education ideally aim at the goal of equal and equitable educational opportunities for minority youngsters, the initial impetus of bilingual education differs distinctly from desegregation in that the bilingual approach requires separate special treatment. The degree of divergence between desegregation and bilingual education must be considered and determined in light of the limited resources and competing priorities of each case. In Hartford, Connecticut, concentrations of Puerto Rican and black students constitute a virtual unanimity in certain schools and a clear majority in the city. Puerto Rican pupils suffer more severe disparities than black students with respect to verbal academic achievement, educational enrollment, and self-concept. Poverty of Puerto Ricans results in overcrowded housing and ill health. In 1970-72, the Hartford School System instituted a pilot bilingual program which has evolved into a complete bilingual elementary school, including bilingual classes from preschool to sixth grade, a bilingual special education resource center, and a staff development program which extends to other schools in the city. The Hartford system begun to develop a policy statement, assess parent involvement, and develop a testing and evaluation design. Because both desegregation and bilingual education are crucial to minority students, when and how to implement each remedy must be carefully considered. (CM)