Three bilingual kindergarten classrooms were studied in depth in their school settings to see what conflicts arise between the expectations of the mainstream administrative structure of the school and the expectations of the bilingual curriculum of the district and how such conflicts are handled. Particular attention was given to potential conflict between the structures that Cummins (1986) recommended for bilingual education and more traditional school structures. Fundamental to the study were Cummins' elements in the organization of schooling that affect the extent to which minority students are empowered or disabled. These elements are: (1) the incorporation of minority students' culture and language; (2) the inclusion of minority communities in the education of their children; (3) use of a reciprocal interaction model of pedagogy rather than a transmission model; and (4) advocacy in assessment rather than delegitimation. Cummins' writings were reviewed to identify the specific observable behaviors that he recommends, and observations and intervews were conducted in classrooms and schools. Descriptive syntheses of observations and interviews conducted in the three schools are presented. Study findings indicate there are two widely divergent types of implementation of bilingual education in the schools. (RH)