Major linguistic, cultural, and social problems posed by the education of the children of migrant workers (more than 1.5 million in 1975) in the European Community Member States are examined. Varying attitudes of rejection, assimilation, or integration of new environments, bilingualism or plurilingualism, anomy, and linguistic interference are delineated as some of the educational problems affecting migrant children. Problems affecting pre-school migrant education are discussed, with emphasis on school environment, language, teaching, administration, and parent and nursery teacher training. Examples of national laws, school facilities, and teaching methods to adjust to the particular needs of migrant children are cited. Existing facilities for educational and vocational guidance for migrant children in the main countries of immigration (Belgium, France, Luxembourg, Netherlands, Federal Republic of Germany, and United Kingdom) are described. Teacher training techniques are summarized, including continuous training of host country teachers through summer courses, conferences, regional seminars, and local committees, and inservice training of foreign teachers. Action programs and regulations of the European Member States that are steps toward the creation of school structures adopted to the real needs of migrants and complete freedom of movement within the Community are outlined. (NEC)