Bilingual education program exit and entry criteria are discussed and applied as they exist in the Micronesian region, in which limited-English-speakers are in the majority. The discussion begins with a review of the rationale and assumptions of similar programs in the continental United States. The concerns of those programs are: native language role and distribution, the need for language skills assessment upon entry, periodic assessment for outplacement, and the feasibility of assessment programs and adequate recordkeeping. The two distinct linguistic contexts of the Micronesian region, dual-language and single-language prevalent, are then described and their implications for entry and exit assessment are examined. The classic entry-exit criteria concerns can not be applied in the Micronesian context because of the pressing need to make bilingual education programs available to all students and because of the desirability of preserving and developing the region's indigenous languages and culture. (MSE)