Since 1990, growing numbers of migrant students have prompted Cobden School District (Illinois) to develop a bilingual education program incorporating native-language instruction for students who speak Spanish, content courses in Spanish, and English-as-a-Second-Language (ESL) classes. The Woodcock Language Proficiency Battery is used to determine student placement in the bilingual program. Elementary school students receive language arts and social studies instruction in Spanish, but ESL classes are available only to students with very limited English proficiency. In junior high school, bilingual students receive social studies instruction in Spanish, tutoring, and an ESL class. High school students may take PASS (Portable Assisted Study Sequence) courses--individualized transferable courses that earn credit toward graduation. Begun in 1994, a summer Migrant Education Program provides increased Spanish instructional time and opportunities for students to experience Mexican culture. Mexican exchange teachers have participated in the summer program. Parental concern for education is evident in the many families who have "settled out" from the migrant life. Parent activities are well attended, and migrant parents are becoming more assertive with their questions and concerns. Program problems include a shortage of bilingual staff, the controversial nature of bilingual education, and the widely varying educational and literacy levels of migrant students. Initial benefits are apparent in lowered absenteeism and increased student enthusiasm, participation, and aspirations for the future. (Author/SV)