The technical report portion of a national survey of bilingual education programs funded under Title VII of the Elementary and Secondary Education Act is presented. The study, conducted during 1979-83, describes the characteristics of the programs' classroom instruction component. Basic project directors and parent advisory committee chairpersons were surveyed by mail, and 60 sites were visited and intensive interviews conducted with administrators, coordinators, teachers, and parent advisory committee chairpersons. Information is presented in these areas: (1) characteristics of a representative sample of projects; (2) identification of groups of projects representing distinctly different instructional approaches for children of limited English proficiency; (3) project objectives; (4) the relationship between skills actually addressed by the projects and the skills necessary to function effectively in an all-English classroom; (5) the degree of program implementation among local education agencies; and (6) factors impeding implementation. Overall, it was found that the program is: highly varied, with an emphasis on meeting individual students' needs; emphasizing English instruction, but with many projects making heavy use of the native languages; implemented successfully but in need of more staff training and parent participation; and only partially institutionalized locally, with Title VII remaining the primary source of funding. (MSE)