This study focuses on the research literature available in the United States on the evolution of language policy and planning issues involved in bilingual education programs in Mayan communities in Guatemala. I begin with general comments regarding language policy and planning for bilingual programs for ethnic groups within the borders of nation/states. These ethnic groups strive to maintain their ethnic, collective identities, which include their first language, in the context of social, cultural, historical, economic, and political dimensions of daily living. I then describe the research I located on such programs in Guatemala, making connections as I saw them across the dimensions indicated above. Specific gaps in the published research available are indicated in the conclusion, as are ways that the research impacts bilingual practitioners and researchers in the United States. (Contains 4 endnotes.)