In the European Union, education in the language of a minority is often described as one of the most demanding forms of education. Legal framework for the implementation of such education is well defined at the level of Europe and there numerous quality acts, provisions and regulations defining such education in force. Nevertheless, this form of education is still not implemented systematically, regularly and without difficulties. Therefore, in this thesis we decided to present organization and implementation model for bilingual program teaching. We chose a school in Zagreb which has been implementing a bilingual Croatian and Hungarian program for over two decades. Their program refers to approved model B – education in the language of a minority. Before bilingual program analysis, we are going to present legal basis for B model as well as legal basis for exercising the right to an education in a minority language. Next, we are going to present implementation practice for such model and an overview of published works which deal with bilingual education. Finally, we are going to present the results of structured interviews which indicate the education outcomes of the bilingual Croatian and Hungarian program. Special attention shall be paid to educational outcomes which are evident from language and communication segment which is a part of the observed Croatian and Hungarian model B education.