This study set out to examine some social and cultural processes that have characterised the current century and to note the effect of these on the development of bilingual education programs. Four countries were selected as examples of how the national needs and goals have shaped the structure and nature of these programs. In an Asian country such as Singapore, the goals were to gain access to technological and economic domains whilst maintaining the traditional cultural value systems. In Sweden the purpose was to allow the maintenance of ethnic identity. Whilst in Wales, the aim was to reaffirm cultural values and ensure that the language was not lost through the absorption of English. The Canadians sought to develop programs that improved language teaching method, promoted harmony between the different cultural groups and provided a basis for the expression of a distinctive Canadian culture and way of life. In the United States the purpose of bilingual education was to increase English mastery. In Australia, the reemergence of bilingual education programs came about through changes in the way learning was to be encouraged in the young. An analysis of the programs showed that the effective programs must be planned and delivered on an ongoing basis and that the success of the current programs is basically due to the commitment of the teachers involved. The long term success of bilingual programs can only be assured if sufficient resources and skilled staff are made available.