The bilingual education program in the Northern Territory is examined in terms of its achievements as a curriculum enterprise. The rational, or objectives model of curriculum which constitutes a significant aspect of the total approach to this examination, suggests a number of shortcomings in the program which are singled out for special attention. Reference to the various historical, political, and social factors which form the basis of such a program provides some indication of the range of problems confronting the dual activities of development and evaluation. In focussing on selected aspects, it is possible to review the operation of the program's aims, rationale, practical implementation, and evaluation strategies. The alleged lack of clarity and control over such matters on the part of the educational planners has given rise to problems not open to easy solution. It is seen that long term solutions lie in comprehensive reappraisals of what a bilingual education program might realistically achieve in a context of considerable cultural and linguistic diversity, such as exists in the Northern Territory.