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Bilingual education programs are a complex phenomenon that involves not only linguistic, sociocultural and psychological factors but also educational and political issues (Miranda, 2012). In this regards, Cruz (2012) argues for an understanding of the multidimensionality of bilingualism, which implies conducting close monitoring of the effectiveness bilingual programs in local realities. In this light, this paper presentation socializes the results of the first part of an exploratory-descriptive project sponsored by La Salle University. The main objectives of this initial stage sought to approach the situation in situ and to identify commonalities among five different bilingual schools, searching for views on their implementation of the national bilingualism plan. Within the framework of survey studies (Arnau, 1995; Baker, 1997), the researchers gathered and analyzed data about three main aspects of bilingual programs: Background, resources and external support and outcome expectations. Findings suggest a tension between language education policies based on globalization and standardization and classroom realities influenced by teachers and learners’ dynamics. These results agree with previous studies done in Colombia in similar contexts (Sánchez & Obando, 2008; Miranda & Echeverry, 2011). Finally, this presentation offers pedagogical and methodological recommendations aimed at helping overcome or alleviate some of the weaknesses and lacks found.