This publication focuses on how bilingual education and English as a Second Language (ESL) teacher training programs can be enhanced in the areas of coordination, institutionalization, and evaluation and serves as a resource for institutions which train personnel to work with children who have limited English proficiency. The colloquium was designed to allow intensive small group interaction and whole group sharing; it sought to: (1) reflect the uniqueness of groups drawn together by the conference format; (2) present state-of-the-art practices in Educational Personnel Training Programs (EPTPs); and (3) suggest promising practices to future program directors and policymakers. The document is organized into three sections. The first section addresses coordination relevant to successful EPTP implementation with postsecondary institutions, state education agencies, local education agencies, and other Title VII and non-Title VII resources. Section two treats issues of institutionalization and discusses staff and faculty resources; inter- and intra-departmental coordination; recognition of student characteristics; student recruitment; budget planning; and cost assumption. The final section considers EPTP evaluation concerns wherein the group participants sought to develop a comprehensive framework for program assessment procedures. The agenda, participant data, and other conference information are appended. (LL)