THE CULTURALLY DIFFERENT PUPIL IS DISTINGUISHED FROM THE CULTURALLY DISADVANTAGED IN THIS ESSAY. THE SINGLE-CULTURAL ORIENTATION OF MOST AMERICAN SCHOOLS HAS CREATED EDUCATIONAL DISADVANTAGES FOR MANY STUDENTS. THE CULTURALLY DIFFERENT STUDENT WHO DOESN'T FIT INTO THE MONO-CULTURAL SCHOOL RETALIATES BY WITHDRAWAL, WHEREUPON HE IS LABELED AS CULTURALLY DEPRIVED, AND MORE PROGRAMS OF A MONO-CULTURAL ORIENTATION ARE DIRECTED TOWARD HIM. THE AUTHOR SEES THE MONO-CULTURAL SCHOOL IN A MULTI-CULTURAL SOCIETY AS UNREALISTIC AND DESTINED TO CONTINUE TO PRODUCE FAILURES AMONG CULTURALLY DIFFERENT STUDENTS. THE REMEDY, IN THE FORM OF MULTI-CULTURAL, REGIONALLY RELEVANT SCHOOLS, IS ADVOCATED. THESE SCHOOLS SHOULD BE RESPONSIVE TO THE DIFFERENT CULTURAL HERITAGE, THE DIFFERENT LANGUAGE, AND THE CULTURAL ASSETS OF THE RESPECTIVE COMMUNITIES THEY SERVE. A BIBLIOGRAPHICAL ESSAY PRESENTS SOURCES ON THE EDUCATION OF CULTURALLY DIFFERENT AND LOW-INCOME GROUPS AND SOURCES DEALING WITH THE EFFECTS OF CONQUEST, COLONIALISM, AND CULTURE CHANGE. (SF)