This paper examines bilingual early childhood programs in Aotearoa, New Zealand, in Wales, and among the indigenous people of the United States. The first section of the paper describes bicultural programs as programs that promote an acknowledgement of the ways people of each culture live, communicate with one another, and understand their world. A bilingual program is a bicultural program that involves the learning of a minority language. The advantages of bilingual programs in Aotearoa, New Zealand include fostering the Maori people's access to their language and culture, providing individual and societal enrichment, and promoting enhanced academic achievement. The second section of the document outlines the history of Maori educational initiatives. Research that exposes nonegalitarian practices in New Zealand educational policy is cited and Maori attempts to achieve autonomous control over their educational development are described. The third section contains observations on programs within American Indian reservations and in Wales. Only on the Crow reservation around Pryor, Montana, had a program successfully brought about widespread use of the native language. In contrast, Welsh control over educational resources has enabled full implementation of bilingual policies in community schools. The fourth section of the document applies lessons learned from studying American and Welsh bilingual programs to the development of bilingual programs in Aotearoa. A 41-item bibliography is provided. (BC)