In a study of bilingual education teachers' experiences and perceptions of bilingual education, four female trained, experienced, Spanish-English bilingual primary school teachers were interviewed in depth and observed in class. Semi-structured, open-ended interviews focused on the following: teacher background and experience; experiences with students, colleagues, administrators, and parents; changes in curriculum and policies over time; and experiences in bilingual teacher education. Narrative case studies for each teacher, maintaining her own voice, were created. Cross-case analysis of the narratives revealed similarities and differences and allowed comparison with recent literature. The report describes the study and summarizes major findings in the following areas: effects of teacher background on teaching; need for native language policy commitment and improved evaluation instruments, procedures, and policies; collegial acceptance and institutionalization of bilingual programs; teacher professional judgment and curriculum design; formal and informal teacher education opportunities; the teachers' roles with students; and the bilingual teacher as a community liaison. A 17-item bibliography is included. (MSE)