The main aim of this dissertation is to determine whether and how the Netherlands and Germany can enrich each other in developing bilingual education. In bilingual education the content of a school subject (like geography, history or mathematics) is taught through the medium of a foreign language. In traditional language lessons, the focus is on the language itself. In bilingual education the medium and the content of instruction are equally important. Language is not only taught, but also used. The first part of this study describes the history and the current situation of bilingual education in both the Netherlands and in Germany. Bilingual education on both sides of the border was analysed regarding the aims and methods of teaching, the languages and subjects chosen, the curriculum material, examinations, certificates and diplomas, teacher training, the financial aspects as well as its research findings and evaluation. Classroom observation and numerous interviews with people involved in bilingual teaching revealed a lot of different variables influencing the classroom process and the output of teaching. This dissertation provides a survey of these variables, its problems and more important a key to solving these problems. The experiences on both sides of the border provide important information, although both the German and the Dutch bilingual models are developed in different national and regional contexts. The establishment of a network for bilingual education in Europe could be a meaningful basis for a fruitful exchange of theories and models. Networks are well known for the stimulating possibilities they offer as a forum for the exchange and dissemination of information. This dissertation is an attempt into this direction. The second part of this dissertation pays attention to classroom processes and behaviours of both students and teachers (approaches, methods, strategies, techniques). The focus is on the learning environment itself through naturalistic inquiry, a research paradigm in which naturally ...