Teachers must consider eight things when they work in a bilingual reading program: each student's level of language development; the teaching method (whether synthetic, analytic, or a combination of the two) appropriate to the students' learning abilities; reading materials, including the degree of Spanish competency required of the teacher, the authenticity of the language and cultural content, the sequence of skill development, the provisions made for differences in students' Spanish backgrounds, and the appeal of the material to the students; the time and place for the Spanish part of the program in the total curriculum; the time in the program's schedule at which the pupil's transition into English reading should take place; the potential for transfer of learning from the Spanish reading system to reading in English; whether the methods and materials used for each language are compatible and mutually supportive; and each teacher's own attributes. A reading program in two languages demands from teachers such virtues as patience, resourcefulness, flexibility, confidence, courage, and strength. (RL)