The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables at eight sites serving LEP students representing Mexican, Puerto Rican, Cuban, Chinese, Navajo, Filipino, and Vietnamese ethnolinguistic groups. This report presents descriptive data about the the eight sites and the students and teachers. The data include district enrollments and ethnic composition, staff and student language characteristics, community descriptions, class enrollments and proportions of LEP students, students' instructional participation styles, and participating teachers' professional training and experience in general and bilingual education. Synthesis of the teacher data also revealed teacher perceptions of three aspects of bilingual education: entry/exit criteria, philosophy, and program effectiveness. The information gathered is intended as background information for analysis and reporting of the overall study and its components. (MSE)