In this paper, culturally acceptable home behaviors of Puerto Rican children are contrasted with those behaviors that are demanded in classrooms of mainland United States schools. Sources of conflicts between home and classroom behaviors discussed include: (1) instability resulting from the migration process; (2) language problems; (3) differential expectations for obedience to adults; (4) differential attitudes toward competitiveness and individualism; (5) attitudes toward female authority figures; (6) expectations in the areas of motor skills and manipulation of educational materials; (7) physical modesty that may preclude participation in school physical education activities; (8) family responsibilities that may tend to keep children out of school because of their roles as intermediaries between Spanish speaking parents and U.S. social institutions. Suggestions for alleviating such conflicts are provided for teachers and school administrators. (GC)