This paper presents an ethnographic study of the Oyster Bilingual School in Washington, D.C., a successful two-way Spanish-English bilingual elementary school designed to produce biliterate and bicultural students. The study was based on classroom observations, interviews of students, teachers, and administrators, and an examination of school documents. From the Oyster School perspective, the educational problems that language minority students face are due to discrimination by mainstream American education and society. A major goal of the Oyster program is to provide a setting whereby language minority students can maintain their native language and culture and achieve academically. The program functions as a language plan within an identity plan that aims to provide equal educational opportunities to its linguistically and culturally diverse student population. (MDM)