Findings from interviews with 10 migrant parents, 10 migrant students, 4 regular teachers, 2 migrant teachers, and 2 migrant aides indicate that the Migrant Education Program has a positive effect on the upward social mobility of migrant students in Snyder, Oklahoma, a farming/ranching community of 2,500 with a migrant student enrollment comprising from 5% to 28% of the student population from 1974 to 1984. Evidence suggests that adequate school resources, a hospitable school climate, and sensitivity of school staff to migrant students' background characteristics may be critical in optimizing their school achievement. The interviews document that migrant students surpassed the educational levels of their parents and projected higher incomes and occupational levels than their parents. Parents appeared to emphasize and encourage acculturation of their children into the mainstream of society, with 80% indicating they did not desire a bilingual instructional program. Migrant teachers' educational expectations for migrant students were consistently higher than those of regular teachers. This higher level of expectation could be based on closer interaction with students, smaller classes, individualized instruction, extensive contact with parents, awareness of migrant students' background characteristics, and/or a special empathy and rapport with these students. (NEC)