The basic aim of this dissertation was to analyze the level of commitment to the concept of bilingual education exhibited by Southern California school districts currently participating in bilingual education as measured by a proposed index of requirements considered to be critical in the planning and implementation of bilingual instruction. A secondary purpose was the development of an index of critical requirements for planning and implementing a bilingual-bicultural curriculum. In carrying out the purposes of the study the questionnaire survey procedure was used. The level of local district commitment was measured in terms of the willingness, on the part of school districts, to effect certain aspects of program planning and implementation which were considered relevant to the development of bilingual-bicultural education. Eight recommended practices and procedures pertaining to bilingual education were proposed as an index of critical requirements for districts participating in bilingual instruction. There is a major philosophical disagreement as to the manner in which education should be provided for the non-English speaking child. Bilingual instruction as an alternative program is not a clearly understood concept; definitions need to be made explicit; instructional roles need to be delineated; and the parameters of a bilingual curriculum need to be better defined. The general acceptance of all eight recommended practices suggests the validity of the proposed index as a critical measure for the development and implementation of bilingual education.