This paper summarizes an ethnographic study of three kindergarten and three first grade bilingual classrooms which investigated the impact on the school community of two conditions: (1) when teachers and staff were trained in cooperative methods for teaching and learning a second language; and (2) when the school initiated and implemented a parent advisory committee for the bilingual education program. Informants were parents, students, teachers, and all staff coming into contact with the children in the six classrooms. Formal staff development and parent training sessions occurred monthly. The report describes the methodology and organization of the original dissertation and outlines its findings and recommendations. It is concluded that in this case and in the course of the study, the school's approach shifted from assimilation to acculturation, ethnocentrism to pluralism, bicultural ambivalence to cultural pride, and melting pot model to cultural mosaic. However, these changes did not occur linearly but through unexpected shifts in direction due to staff/researcher interaction. Two ancillary findings were: that several monolingual staff were found to be particularly effective in the bilingual setting; and that team teaching evolved in this situation. A 28-item bibliography is included. A previously-proposed schematic framework for bilingual intervention and an adaptation suggested by this research are appended. (MSE)