Abstract
This descriptive research study focused on the implementation of California's bilingual/bicultural education policy and legislative mandates. The study examined the role expectations of policy makers for elementary school administrators who act as policy implementors and the self-perceived role of elementary school administrators when acting as policy implementors. The data for this study were obtained by means of a mailed questionnaire sent to purposely chosen policy makers and selected elementary principals. The data were analyzed both descriptively as well as statistically. The parametric test, Test of Proportion, and two non-parametric tests, the Sign Test and the Kolmogorov-Smirnov Test were used to accomplish the statistical analysis. The findings indicate that policy makers expect those members who are responsible in the organization impacted by the policy or legislative mandate to operationalize them within the institution. This expectation appears to be congruent with the self-perceived role of the elementary school administrator when acting as a policy implementor. The State Department of Education may be the link between the policy maker and the policy implementor as it provides technical assistance to those in the field via regulations and guidelines and to the policy maker as well. However, the self-perceived role of the elementary school administrator is incongruent with the self-perceived role of the elementary school administrator when acting as policy implementor.