Bilingualism is one of the most important issues in the field of education, and today there are wide-ranging discussions about it. The purpose of this study is to compare the programs and models of bilingual education in Spain, Canada, USA, Turkey and Iran. The analytical method of documentary study is a comparative approach with the help of George Brady's model. For collecting data, a library study method including official educational documents, results of research and comparative studies was carried out, reports, seminars and information banks were used in this field. The results of the study showed that in Spain, the United States and Canada, they have provided educational background and professional success for bilingual children with the importance of minority students' rights. In contrast, Iran and Turkey have provided a synergistic education approach, a drop in education and a decline in bilingual children's self-esteem. In the countries of Spain, Canada and the United States, there are two-way educational models, immersion and transitional, while in Iran and Turkey, a structured model of educational learning is used. According to the research findings, it can be argued that the educational system of Iran can best use the experience of the above countries and the educational model that is more effective in successful countries in the field of bilingual education (French immersion programs in the system Canadian Bilingual Education, D-Model in Spain and Bilingual Education), and tailor-made the model to suit the needs of society, students and teachers in their country.