In an effort to mitigate our field's historic neglect of issues of cultural diversity, this article seeks to introduce Asian-Americans--a fascinating, important, and under-researched group of learners and technology users--to educational technology scholars and practitioners. It describes Asian-Americans' admirable levels of educational achievement and technological access, and their significant presence in the technical professions. These features--which have led commentators to label the group a "model minority"--ought to be of particular interest to educational technologists. The article also talks about the unique socio-economic challenges faced by Asian-Americans, notwithstanding their educational and technological prowess, most importantly their pervasive "invisibility" within the nation's social and academic discourse--an absence fostered by issues such as the "perpetual foreigner syndrome" and the "bamboo ceiling" that serve to confine Asian-Americans to the margins of U.S. society. Furthermore, it proposes a theoretical framework to help frame Asian-Americans' educational and technological success as an attempt to create a positive self-identity in response to an unsympathetic socio-cultural environment. (Contains 5 footnotes.)