The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a problem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (MSE)