Sociolinguistic information is needed for proper implementation of bilingual education programs. The survey discussed here was designed to provide information on the sociolinguistic parameters in the bilingual community, identification of the transfer or maintenance status of Spanish, and the selection of a bilingual education program. A questionnaire related to general language use and language preference patterns was administered to educators and parents in a small, rural Colorado community, which had had a bilingual education program for four years. They were also asked to examine models of bilingual programs to determine the type of program they would prefer to their own. The results demonstrated that educators and parents differ in their sociolinguistic characteristics and in their selection of a bilingual education program model. These results challenge the assumptions that teaching/administrative staff in bilingual programs themselves reflect bilingual goals and orientations in their behavior, and that ethnicity rather than socio-economic or educational factors is a primary influence in language maintenance. The unintentional exclusion of children from the survey is seen as a flaw and reflective of the tendency to exclude those most affected by a policy from the policy-making process. (AMH)