Language minority children (those whose primary language is other than English) are significantly more likely than their non-minority peers to live in poverty, thereby qualifying for federal Head Start and bilingual education programs. An examination of the policies in these programs focuses on their area of overlap. It begins with an overview of the origins of the programs, the specific federal legislation and policy initiatives for them, the practice and theory underlying each, and public perceptions. A parallel examination of the programs and their policies looks at similarities and differences, weaknesses and strengths, and differences in their funding agencies. It is argued that interagency collaboration and coordination of funding would strengthen both programs and make them more efficient. A 68-item bibliography is included. (MSE)