Since bilingual education became an official government mandate, there has been much controversy regarding its philosophy, objectives, procedures, and effectiveness. Some educators choose to view bilingual education as transitory, and other educators believe minority students should be given bilingual instruction throughout their public school years. Still other educators argue against bilingual education and feel it should be abolished. A review of research reveals different attitudes and ideas concerning bilingual education. Studies regarding teacher attitudes are in most cases inconclusive and contradictory. Veronica Gutierrez found that teacher attitudes play an important role in students' acceptance/rejection of their mother tongue and heritage. Martin Ilivicky reported that some students and teachers felt progress in English had been definitely slowed because of the bilingual classes. Lester Golub and Joseph Prewitt-Diaz found significant differences in the perception of parents and students regarding the impact of a bilingual education program, but no significant difference was found between Hispanic and non-Hispanic teachers. Merle Marks and Patricia Cabrera found that those teachers who volunteered to participate in a bilingual program were biased in favor of the Spanish speakers. It is evident from these and other studies that a need exists for more evaluative studies concerning teacher attitudes toward bilingual education. (NQA)