Various issues involved in the bilingual-bicultural education of Filipino Americans are addressed in this paper. Specifically, its aim is to define the role of bilingual education for the Filipino immigrant student. Educational goals are considered first. In deliberate planning, goal setting precedes assessment of the situation. The discrepancy between goals and what is actually obtained reflects the needs. The educational goals in the bilingual program are not to be different from those in the regular program except for the inclusion of the development and maintenance of bilingualism. The Filipino student's needs are discussed next. Basically, Filipino Americans need bilingual education, and Filipino bilingual teachers are best able to communicate the encouragement and understanding needed by students who have recently immigrated. Maintenance of Filipino can be achieved without implementing a curriculum wide bilingual instruction scheme. A frame work for bilingual education is proposed in the second half of the paper. Adoption of this model will allow the Filipino language to be kept as an alternate tool of communication. The bilingual scheme proposed discusses the elementary and high school programs, and staff development. (Author/AM)