Educational policies for English language learners (ELLs) tend to focus on English language acquisition. In this chapter, the authors argue that educators need to give more attention to the development of bilingualism and biliteracy to draw upon the tremendous intellectual, linguistic, and cultural resources that bilingual children bring to the schools. Bilingual education programs have the potential to develop language resources of multilingual immigrant students and ELLs that are otherwise neglected in monolingual English programs. In their call for a new educational policy agenda to meet the needs of immigrant students, C. Suarez-Orozco and Suarez-Orozco (2009) argued that all students of the 21st century should be able to function in multiple languages. They recommended that the new administration "urge more schools to implement dual-language programs that, when well designed and managed, produce excellent results to prepare competent bilingual speakers, immigrant and native alike" (C. Suarez-Orozco & Suarez-Orozco, 2009, p. 10). In this statement, the authors note the discourse around bilingual education shifting from its historical focus on compensatory education for ELLs to enrichment education for all students, a shift they explore in this chapter. In this chapter, the authors identify and explain bilingual approaches to teaching immigrant students and particularly ELLs in elementary schools. They define different program models under the umbrella term of bilingual education by first examining the sociopolitical climate in which bilingual programs are situated. Next, they explain the theoretical underpinnings and rationale for bilingual models followed by bilingual teaching practices more closely. In the fourth section, they present profiles of bilingual programs across the United States. Finally, they suggest implications for teacher education. (Contains 2 tables and 5 notes.)