The study reported in this paper describes the first school encounters of four Hmong third-graders and their difficulties in adjusting to classroom learning activities. Three boys and one girl were chosen for observation. Two of the boys were classified as learning disabled, and the other two children were being considered for recommendation to the disability program but did not consistently exhibit disabled behavior. Using ethnographic research methods, especially participant observations and interviews, the study focused on how children become increasingly aware of their differences in cultural values and attempt to cope with the high stress levels they experience in school. Teachers, on the other hand, adhere to their own training and values and demand compliance with cultural norms of performance. The Hmong children under study showed deep frustration and hopelessness as they failed to engage meaningfully in learning activities. Suggestions for implementation of educational policies and practices dealing with Indochinese students are offered, and possible directions for future research are explored. (Author/MSE)