These two curriculum demonstration projects on bilingual readiness in the earliest school years contain many similarities. Both were formed on the thesis that young children can and will learn a second language readily and that the urban classroom mixture of Spanish-speaking, English-speaking, and Negro-dialect speaking children can be capitalized on to further bilingual and intercultural development of all groups. The objectives of the projects were to (1) foster bilingual development in children at a prime readiness age (4 to 8), (2) promote positive attitudes among native English speakers toward the language and culture of other groups, and (3) enhance the self-concept and pride in heritage of children speaking Spanish while teaching them English. In both studies a Bilingual Specialist met with classes of Kindergarten and 1st grade children 15 to 20 minutes per day. Both English and Spanish were used during these periods. Much of curriculum activity involved listening to stories, story-telling, singing, dramatization, and game playing; however, Finocchiaro took a more group-oriented approach, whereas King's more individualized approach relied on the use of instrumentalization for repetitive reinforcement during the lesson and after the lesson as an aid to the teacher. The Reading Readiness program was also integrated into the King project. Both studies concurred in the conclusion that bilingual readiness can be developed at this age level. (BF)