In 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher–pupil language use and an improvement in pupil participation in the bilingual education school. Community observation and interviews indicated that community members both valued and used their language. Yet the project has had difficulties expanding or even maintaining its implementation.