The authors review 11 studies published from 1971 through the 1990s on learning and behavioral difficulties among Chinese American children. The focus of the review is on (a) quantity and quality of the studies, (b) topics examined, and (c) research findings. Results showed that limited English proficiency, delinquency and gangs, and emotional and behavioral problems have been examined extensively. Studies investigating (a) the academic performance of children from microcultures and those with disabilities, (b) instruction oriented resolutions to learning and behavioral problems, and (c) the correlation between cultural/societal factors and psychiatric problems are needed to enhance the quality of instruction for Chinese American students. Finally, research toward more special instruction for all culturally and linguistically diverse groups is advocated. (Contains 2 tables.)