A set of guidelines for implementing an individualized mathematics program to be utilized in a bicultural/bilingual setting were developed. At first, the design team sought to develop an all-purpose model complete with specifications of particular objectives, but the team soon recognized this goal to be unrealistic, since different school districts and schools within the districts provide different mixes of bicultural/bilingual needs. As a result, the team came up with a spectrum of bilingual education patterns leading to various possible approaches for the implementation of an individualized mathematics program. These various possible approaches are described in this final report. Discussed in detail are the 3 key phases needed in building a new bilingual/bicultural program, including (1) the planning phase, (2) the development phase, and (3) the implementation phase. This report also discusses the necessary elements needed to implement a mathematics program with a major emphasis on local needs and the major subsystems dealing with the learner, instructional, and support components of the program. The steps for utilizing the model are highlighted, and key recommendations are given for determining need and securing support, establishing curriculum development capability, implementing the program, and evaluating and revising the program design. (NQ)