A study investigating the design of elementary school programs for limited-English-speaking children is reported and the resulting recommendations for a program designed for Hispanic migrant children in a Washington school are presented. The three major issues addressed include: the appropriate amount of instruction in native language arts; how to provide an environment conducive to learning English; and applying ideas concerning the ideal learning environment to a particular school setting. Background information was gathered through observation at schools in the surrounding area and in a major metropolitan area with a wide variety of student language backgrounds, to determine the kinds of programs already implemented. Findings at each of these schools are detailed here. Research on effective program design is also reviewed. Recommendations made for the school in question include: implementation of native language instruction in reading for the Hispanic students; preview-review support in content areas; provision of mathematics instruction in the native language at least two times a week; increased family involvement, including a program sending books home regularly, including parents in holiday activity planning, and home visits; and training in English-as-a-Second-Language (ESL) teaching methods so sheltered English can be used in the classroom. Contains 16 references. (MSE)