A summary is presented of interviews with a random sample of K-4 teachers from six schools in the Title VII Bilingual Project in the Austin Independent School District. Intended to provide data for assessment of ongoing activities as well as stated objectives, the interviews were designed to investigate activities such as duties assigned to bilingual aides, in-service training needs, materials needed, the amount of English and Spanish used in instruction and the amount of help needed by the teachers from the project staff. A total of 11 monolingual team teachers and 11 bilingual teachers were asked fifteen questions related to the following areas: (1) language instruction; (2) teacher aides' services; (3) classroom needs; (4) inservice training needs; (5) supervision and services by the Title VII staff; and (6) cultural awareness activities. The results for each of the fifteen items are discussed, and some of the results are presented as conclusions. One conclusion singled out as noteworthy is the fact that 36% of the bilingual teachers conduct none or almost none of their instructional activities in Spanish. Other observations are concerned with the successful teacher aide program, alternatives to inservice training workshops for staff training, means of identifying the appropriate instructional language(s), and language and cultural awareness activities. A copy of the interview form and a summary of teachers' responses are attached. (AMH)