In Minnesota, where nearly 18,000 Indochinese have resettled, educational institutions are concerned with providing immigrants with the necessary support to ease the absorption process. But many Indochinese students face complex difficulties and problems that are not being addressed. As the student passes through four distinct periods of adjustment, English language fluency and use often outpaces that of his or her parents. Thus, conflict often occurs between parents' norms and the new society's norms. Other problems faced by the student include physical appearance and language differences, integrating into the "new freedom" of the U.S. educational system, remaking family relationships, and conflicts with his or her English-speaking peer group. It is suggested that public schools might create more ESL programming and counseling and social work services, and that they also need to play a more active and knowledgeable role in the family adjustment process. The gap between parents, young people, and the schools might be diminished if schools got to know families (and vice versa) through home visits, phone calls, school meetings, at-home tutoring services, support groups, and peer tutoring. Teachers and parents should not be overanxious for immediate results. Refugee students are "opportunities" for whom the question "has enough been done?" should always be asked. Finally, better communication between the agencies working with these young immigrants and the schools is still greatly needed. (KH)