Information is offered in this paper to aid teachers of Asian Americans in their understanding of the language learning problems which Asian Americans may encounter. Language learning is considered a social phenomenon which cannot be dissociated from other life experiences. A reading program should match the cognitive style and learning modalities of the students. The language backgrounds of Asian Americans differ from generation to generation and from country to country. Many students are already bilingual or trilingual, factors which may aid them in understanding English. The cultural patterns and value orientations of the Asian societies which emphasize reflection and self-restraint can influence cognitive and affective variables in language learning. Asian students may be less verbal and less willing to take risks, traits which hinder learning to read and speak a second language. Reading teachers should know that Asian students may have highly developed visual-memories and may be familiar with a total-modality process similar to the Fernald technique. (MKM)