This introductory text is designed to accompany workshop instruction in evaluating bilingual programs. It is addressed to those involved with bilingual programs generally, educators directly involved in planning and implementation, and research and evaluation specialists. Areas in which evaluation can lead to improved bilingual practice and how a model appropriate in evaluation of bilingual programs can best be used to facilitate that improvement are considered. A review of legislation, a literature review and experience in the field indicate that the most pressing technological and methodological issues relate to the selection or development of appropriate assessment instruments and evaluation designs. Evaluation is defined as the process of selecting, collecting, and interpreting information for the purpose of keeping various audiences informed about a program. The process of creating a bilingual program is discussed as taking place in four phases: needs assessment; program planning; formative evaluation; and summative evaluation. Documentation is presented as an integral part of program development and evaluation. It should fully describe the bilingual practices followed in the program and those events and processes which interact to achieve outcomes. Bilingual program diversity and its implementation, ranging from program type chosen to provisions made for community participation and considerations in planning bilingual evaluations, are discussed. (PN)