The school's program is organized in such a way that children of different ages and language proficiency levels are divided into small groups, where learning takes into account the individual needs of each child. Groups are formed based on the current language level and age of the children, with priority given to language proficiency. Typically, children attending the Russian school come from two types of families: fully Russian-speaking or mixed, where one or more family members do not speak Russian.

In the higher grades, speech development classes discuss interesting topics, conduct presentations, read books, and literary works are examined in the context of history, geography, and culture. Thanks to the small group size, each lesson becomes interactive, maintaining constant contact between the teacher and students and among the students themselves. In music classes, children learn about the works and biographies of famous composers, learn songs and dances, which then become part of school celebrations and concerts. Holidays and events involving children, teachers, and parents are an important part of the educational process at the Russian school. They take place in an interactive game format, where children solve riddles and puzzles, proverbs and sayings, and answer questions about Russian culture, traditions, and history.

At the University of New Mexico, students show great interest in studying the Russian language, and beginner courses are usually fully booked. A course on Russian culture and history of the 19th century is taught through cinema. An important factor in teaching students the Russian language is the diversity of their language proficiency levels. In addition to traditional students, there are those who study the Russian language to better understand their Russian roots. These students are referred to by researchers as 'people with inherited Russian.'

Researchers in theoretical and applied linguistics actively study the structural changes in inherited Russian and the mechanisms of its acquisition by bilingual children. They have identified a number of grammatical features that distinguish inherited Russian from the Russian language in Russia and bring it closer to other immigrant languages in the USA.