The self-described helplessness of some school districts in coping with linguistically heterogeneous groups of children (especially Spanish-speaking children) is more an admission of general educational inadequacy than a failure of bilingual education. With minimal effort and cost, a school district can offer unique learning situations that suit the needs of all students without shortchanging those whose native language is not English. The ultimate goal of a bilingual education program is individualized instruction. This goal can be achieved by flexible grouping of students, student exchange among classrooms, and differentiated staffing, which utilizes teacher aides and paraprofessionals, as well as parents and other school children. These techniques have been used successfully in the Edgewood Independent School District, one of the poorest in Texas. (Author/DS)