Whether bilingual education programs continue to be model projects for demonstrating viable alternatives for the education of Hispanics or general programs to correct deficits in the education of our children, the selection of students for participation in the programs and the training of teachers for these programs are serious responsibilities. Recommendations to the U.S. Office of Education for determining eligibility for bilingual programs suggest including: (1) Hispanic students, regardless of surname, who are on grade level or lower in standardized achievement tests in English language arts, social studies, science, and mathematics; (2) Hispanic students falling within categories outlined in the Lau Remedies; and (3) any Hispanic students wishing access to bilingual education, regardless of economic background or English proficiency. Bilingual teacher training programs should provide: demonstrable competence in understanding, speaking, reading, and writing the non-English language; study of the history, civilization, fine arts, and literature of the people whose culture is to be taught or learned; study of specific language pedagogy; teaching the academic content in Spanish; training in socio and psycholinguistic factors impinging upon the learning process; and training in teaching of English, both as a second and first language. (NEC)