Questionnaires completed by coordinators of Korean bilingual programs, a literature review, and the author's experiences in the field were used to examine the current evaluation practices of Korean American bilingual programs, problems associated with conducting evaluations, and ways to resolve these problems. Findings showed that most programs involved outside evaluators and did not use a comparison group. Project coordinators indicated that (1) they were fairly satisfied with evaluations of student achievement but not with the tests used, (2) they were fairly satisfied with the program evaluation methods, and (3) they found the evaluations useful. The most critical problem in evaluation of Korean American bilingual programs was found to be a lack of appropriate tests to reliably and validly measure student achievement. Based on these findings, two approaches to evaluation were developed. The first requires defining the criteria for classifying a student as having limited English proficiency (LEP), describing the number of students entering and completing the program and the instructional services provided, defining criteria for exit from the program, and describing the number of students meeting the exit criteria. The second approach is similar in structure but requires classifying students as non-English speaking, limited English speaking, or fluent in English, and describing how students are reclassified during program operation. (MK)