This paper reviews the bilingual educational needs of Indochinese peoples in the United States and suggests ways that these needs can be met. Outlined are two models of bilingual/bicultural education. The first model, which emphasizes a strong English as a Second Language (ESL) component, meets the needs of students born in Indochina. The second model, which is primarily for people of Indochinese descent who are born in the United States, features maintenance of the student's native language but primary instruction in English. The preservation of their native languages and ethnic and cultural identity is said to be necessary for the mental well being of Indochinese students in the United States. As practical means by which this can be accomplished, pedagogical techniques are suggested. Some information on linguistic patterns and cultural behavior of different Indochinese groups is also presented. (GC)