The concerns of a linguistic minority in Boston during the period when their school district was ordered to desegregate due to the existence of a dual school system are shared in this paper. Two factors characterize the Boston case: first, the plaintiffs are representatives of the black community concerned with the unfair treatment of black children. This means that the interest of the Hispanic children had to be defended within the context of integrating black and white Americans. Second, bilingual education was in existence, and a judge will more readily defend bilingual education in the context of existing legislation rather than force it as a new educational idea when the issue in question is desegregation and not bilingual education. Among the issues presented to the courts in the bilingual education plan are the following: the formation of at least four clusters of one language group in any given school at the elementary and middle school levels and seven to eight clusters in high school; the need for specialized teachers at the high school level; and, the necessity for accurate information on the number of school age children and out of school and the section of the city where they live. Issues concerning the value of bilingual education and desegregation are also questioned and discussed. For the most part the results of parent involvement in the decisions are positive. (Author/AM)