The focus of this paper will be to argue for an effective and concise evaluation of special education programs serving bilingual or limited English proficient (LEP) students. Although Public Law 94-142 specifies that all children be provided with free appropriate education according to their individual needs, ensuring compliance with these requirements has been problematic, particularly in the provision and evaluation of appropriate programs and services to bilingual children. The future success of special education programs serving LEP students will largely depend on the ability to evaluate and communicate the ultimate successes and failures of such programs. In addition, while defining the overall worth of these programs, exemplary services and programs can be identified for dissemination. Advocates of special education for LEP students must engage in evaluation activity for the future of this population. Special educators must realize that evaluation is a requisite in the process of planning and delivering special education services to all populations. (Author)