The implementation of Alaska's bilingual-bicultural education policy in the Lower Kuskokwim School District, which serves a predominantly Eskimo population, was investigated. The research objectives were to describe policy implementation, analyze problems with implementation, and explain why the local programs diverged from the intent of state policy. Participants' views of the implementation process were determined through interviews, observation, and document analysis. The interviews were conducted among school administrators, bilingual teachers, school personnel, school board members, high school students, and parents. Based on examination of 10 local programs, state policy appears to have fostered 3 basic approaches to bilingual program development: transitional enrichment, enrichment maintenance, and enrichment restoration. Each approach suffers from four major implementation problems: vague goals, lack of state personnel to monitor enforcement, inadequately trained personnel, and lack of guidelines for evaluating program outcomes. Broad policy guidelines such as those of Alaska provide flexibility for local implementers to develop programs according to local needs. Thus, variations among local programs occur which may be inconsistent with federal policy goals. Alaska bilingual education regulations and a bibliography are appended. (Author/RW)