A study of bilingual education programs and policies in private and parochial schools in the United States was undertaken to determine whether these schools were using their potential for development of instructional techniques. Bilingual education programs were broadly defined to include transitional, maintenance, or other programs in English and/or native languages for children of minority language backgrounds not proficient in English. Also included were non-English language programs for children who may or may not be proficient in English. The process included (1) a review of the literature, convening of an advisory committee, and preparation of a descriptive brochure; (2) a search for programs, including nominations from organizations, idea sessions with nonpublic school educators, and followup monitoring; and (3) site visits to the programs. This process is outlined and findings are presented in the form of site visit profiles, general findings, and specific conclusions. Policy issues discussed include language values, conditions for developing new instructional practices, private schools as a governmental category, private values and public aid, negativism about bilingual education, and integration in private schools. It is concluded that although language training in these schools may reflect the state of the art, it is not influencing important breakthroughs in techniques or methods. The private schools studied appear to attract students as much for the values associated with private schools as for the benefits of the language programs. (MSE)