The six articles in this issue demonstrate how collaborative education efforts can be useful in meeting the needs of bilingual communities. The first article describes a Community Based Education model derived from experience in developing, implementing, and evaluating it. The article details the collaborative efforts between a bilingual school district and an institution of higher education to benefit children and their families in and outside of school settings. The second article describes Project PIAGET, a bilingual kindergarten program for Hispanic children, explains plans for replicating the program in other bilingual communities, and outlines a five-point home model aimed at enhancing the contributions bilingual parents can make in teaching their children in home settings. The third explains how collaborative efforts between bilingual teachers, parents, school districts, and university personnel can effectively build a classroom program in school settings for five-year-old bilingual kindergarten children. The fourth article outlines procedures which bilingual teachers and parents can use in developing learning centers for bilingual children in school and home. The penultimate article explores how bilingual children learn to read a second language and draws implications for cultural adjustment. The concluding article describes ideas and implications of a collaborative effort to work effectively with Puerto Rican students and others who have difficulty communicating in a second language. (RDN)