"Cultural competence should be a fundamental aspect of school principals' preparation and practice" (Hernandez & Kose, 2012, p. 513). However, educational leadership programs have been remiss, and somewhat lackadaisical, in exploring and including bilingual/bicultural curricular content in their principal leadership programs (Hernandez & Kose, 2012). Presently, few or minute advances in increasing bilingual/bicultural knowledge in the curricular content of educational leadership course requirements is the norm. Moreover, "when these topics are introduced, they are often special topics courses or seminars that are not part of the core curriculum of leadership preparation" (Lopez, 2003, p. 70). The amount of Bilingual/Bicultural Course requirements currently included in Texas educational administration M.Ed., programs is not a high priority, as evidenced by the number of institutions belonging to the two largest Texas university systems [The University of Texas (UT) and Texas A&M University (A&M)], not including one or more bilingual/bicultural courses in their Educational Administration, M.Ed. core curriculum. The purpose of the study is to inform educational administration educators of the minute number of bilingual/bi cultural courses required in their current educational administration programs and the critical need for offering more numerous, in-depth, inclusive, and informative bilingual/bicultural courses.