This study describes the kindergarten to level 3 curriculum of a bilingual-bicultural education program at Nestor Elementary School in Imperial Beach, California, under E.S.E.A. Title VII. It discusses the specific program environment and classroom organization used to implement the curriculum. The curriculum is divided into four main strands: native language, second language, concept development, and cultural awareness. The two investigators were teachers working as a team integrating the four strands at each grade level (kindergarten to three) during the period 1969 to 1975. The program has among its major aims the development of coordinate bilingualism not only for the Spanish-speaking Mexican-American student but for his native English-speaking peer as well. The major conclusions reached in this study are: (1) a strong commitment to a maintenance philosophy of bilingual education approached in a team-teaching manner has created the environment for the Spanish language that allows coordinate bilingualism to develop; (2) the two separate language environments and models have encouraged students to use the languages independently of each other, thus producing a higher degree of bilingualism; (3) strong native language development has been shown to be the key to second language acquisition; and (4) Anglo students have become progressively more bilingual. (CFM)