An increase in the number of bilingual schools has lead to a greater need for properly qualified and adequately trained teachers of school children of Hispanic heritage from non-English speaking homes. Characteristics of a good bilingual program are explored in this paper with occasional reference to writings of Andersson and Boyer, Fishman, and Mackey. The Dade County (Florida) program is cited for the progress it has achieved in bilingual education during the last decade. Implications for teacher training focus on: (1) language and linguistics, (2) curriculum and methods, (3) intercultural understanding, (4) evaluation and research, and (5) special program needs. (RL)