The language situation of immigrants to Australia, or social bilinguals, is distinguished from that of second language learners, or cultural bilinguals. The former lag behind in employment and school achievement. The solution proposed entails learning English, though both children and adults appear to reach a plateau in learning after initial progress. This study suggests mother tongue maintenance as a solution. Evidence from linguistic theory is cited from Fillmore and McCawley. Bilinguals should be given the opportunity to observe norms in both of their languages, and bilingual education is seen as a program that takes the student's two languages in his social environment into account. Four bilingual education models are described (transitional, emphasis on the native language, emphasis on the second language, and balanced), the balanced model being seen as most suitable for Australia. The Multilingual Project described here, a form of bilingual education primarily concerned with concept learning, has developed independent study units in social studies. 600 students in fifteen secondary schools are participating, and materials are provided in English and Arabic, Greek, Italian, Turkish, Serbian and Croatian. The goal of the project is to allow students to opt for aspects of each heritage rather than totally rejecting or accepting either one. (CLK)