Bilingual program development is thoroughly surveyed in this manual. Community involvement in program development is discussed, and suggestions for collecting socio-cultural data appropriate to community role are set forth. Various options for choosing a program at the elementary and secondary levels are presented. Program content is treated in terms of societal implications, implications for education and child development, implications for language and language acquisition, observable program characteristics, and characteristics observable in classroom implementation. Observable characteristics of the program support components involving teacher training, curriculum, and program methodology are listed. Observable characteristics of bilingual program components are discussed, including administration, staff development, curriculum, guidance and counseling, and community relations. An annotated bibliography is appended. (JB)