This paper summarizes the findings of a descriptive research project conducted among Southeast Asian parents in an Oregon school district, and discusses the issue of fieldwork methodology among refugee populations. The district studied had a student population of 18,000 (kindergarten through grade 12), with Southeast Asian refugees accounting for 1 percent of the student body. The refugee population was composed of families from Cambodia, Laos, and Vietnam who entered the United States after June 1979, resided within the school district boundaries, and had children enrolled or eligible for enrollment in public schools or Head Start. A survey instrument was designed to obtain demographic data and refugee parent opinions, and to gather projected enrollment figures of Southeast Asian students in order to help plan for the English as a Second Language and bilingual education programs. The first part of the paper focuses on expressed opinions of refugee parents regarding their children's schools, teachers, and language-related issues. Then, the author discusses the design of the instrument and explores other methodological issues. A sample questionnaire, consisting of five sections dealing with household, school contact, school work, opinions about school, and plans for the following school year, is appended to the paper. (AOS)