This document presents a description and evaluation of the bilingual program for children in Bilingual Class for Retarded and Mental Development (BCRMD), a program designed to provide bilingual instructional and supportive services to eligible BCRMD students. The program provided supplementary bilingual bicultural services to 153 mentally retarded pupils, of whom 108 were non-English dominant and 45 were English dominant. The program operated in four BCRMD schools. Each school was provided with a project team made up of a Bilingual Resource Room Teacher and a Bilingual Paraprofessional. The primary goal of the program was to provide equal educational opportunity for non-English speaking children through activities that would maximize their native language proficiency while developing competence in English. The program also sought to train bilingual teachers and to develop a bilingual-bicultural curriculum. The bilingual resource room teams served two kinds of Spanish-speaking students: those most limited in English speaking ability, and those less limited. The first group received daily bilingual instruction in CORE curriculum, language arts, math, English as a second language and cultural heritage. The second group received supportive bilingual instruction three times per week. Unlike the first group, these students received their developmental reading instruction in English. Findings indicated that success was achieved in Spanish reading, mathematics, CORE curriculum, cultural heritage and self concept. Pupils failed to achieve success in English as a second language. (Author/AM)