Bilingual education programs and policies in three countries with sizable minorities, Sweden, Australia, and the Federal Republic of Germany, are examined in order to gauge both the extent to which children with limited proficiency in the dominant language are in integrated classrooms and the degree of their social integration. First, the acceptance of foreign nationals into the Swedish labor force and communities and the elaboration of social policies toward those persons are outlined. The assumptions underlying bilingual education in Sweden are discussed along with four alternative forms of classroom organization that are being tried and the level of social integration of immigrant groups. Second, bicultural education in Australia is considered in terms of Aborigine education; education about the Aborigines; the induction of immigrants; ESL instruction; supplementary bilingual education programs; social studies and foreign language education; the response of education departments to the need for teacher training; and the debate over multiculturalism versus social integration. Third, the following dimensions to bilingual education in the Federal Republic of Germany are reviewed: policies toward guestworkers, political refugees, and European Economic Community nationals; the change from segregationist to integrationist approaches to the education of guestworkers' children; difficulties in integrating foreign students academically and socially; the problems of inner city enclaves of immigrants; and the question of repatriation. (RDN)