A growing number of persons in the United States speak languages other than English, and there has been confusion about approaches to language teaching/intervention and to education in general among this heterogeneous group. While early research indicated that bilingualism might have possible deleterious effects on child development, In later studies, bilingualism has been associated with cognitive advantages. This article discusses the concepts, principles, and practical application of serving children who live in bicultural households; explores possible reasons for the delays identified in these children; and offers a population-based approach to intervention with them, using a case study example. Developmental screening of children who are military dependents living in South Korea, many of whose parents speak two different languages (one Korean and one American English), revealed a high prevalence of risk for language delay, A solution is proposed that addresses both language and cultural identity and that does not isolate children or promote ethnocentrism.