A study was conducted among black West Indian students in North York, Ontario (Canada) junior high schools. The purpose of the study was to determine what factors were present in those students who appeared to cope easily with the transition to Canadian schools and those who appeared to have difficulty. Data were collected from students by means of a self concept inventory, a sentence completion instrument, a sociogram, and an interview. Teachers submitted a behavior rating checklist to evaluate the students. The survey revealed a high percentage of students classified as "coping." Among students identified as "noncoping," academic weakness in core subjects was suggested as a fundamental difficulty. Remedial support in English and math skills was recommended for such students. The study concluded that the orientation of West Indian students involves a complex process of adaptation, and that programs should not aim at conformity at any cost to the students. (Author/APM)