At the root of many early childhood bilingual education programs is the widespread belief that the two languages must be used and taught in different contexts, since the failure to do so would inevitably produce a single mixed language. From a study of the results achieved over a ten-year period, it would seem that, if at least one of the languages of the pre-school child is secure as a medium of communication, free language alternation in early childhood education can be used with mixed language populations as a means to promote bilingualism in the kindergarten and primary grades. The language program described in this report encourages free alternation between English and German on the part of teachers and students alike. The force dominating and determining the language alternation is the need to communicate and the desire to please. (Author/VM)