The paper examines California's Proposition 227, a voter-imposed statutory amendment that substantially altered the method by which non-English-speaking children learn English in California's public schools, looking at the forces behind the legislation and the challenges to its implementation. The context for bilingual education in California is explored by examining the state's diverse demography, language laws and policies for learning English, testing programs and recent legislative proposals affecting English language learners. Further background information on the design and outcomes of instructional programs for English second language learners and on the relationship between neurological development and language learning is presented as a framework for discussion of methodologies for teaching English effectively. A number of policy considerations for educating this population are outlined. Contains 85 references. (MSE)