A study and associated development work concerning bilingual elementary and secondary students in British schools is reported. The study was designed to examine the progress and needs of bilingual students in several schools in the Southampton (England) area. It arose from concern about possible marginalization of minority language students in the context of the new National Curriculum. Existing documentation on bilingual/multilingual learners was examined through a survey of area schools and agencies, and was found to be inadequate. A more substantial study was then undertaken in one elementary/middle school with a high language-minority population, using classroom observation and both oral and written surveys of both monolingual and bilingual students. Sixteen parents were also surveyed, and 21 teachers were interviewed for their perceptions of the impact of the National Curriculum on bilingual learners. School support of and participation in the project was found to be widespread and helpful. Results suggest that: (1) documentation on this population needs improvement; (2) the changing nature of the population requires constant monitoring; (3) tendency is toward bilingualism with English dominance; (4) teacher attitudes about the curriculum remain mixed; (5) patterns of Punjabi speaker dispersal are not as anticipated; and (6) parents want native-language classes. (MSE)