Based on 135 ethnic afterschool programs and language schools, this descriptive study (Part 2 of 2 in this issue) revealed differences in the types of programs housed within East, South, and Southeast Asian coethnic communities (strong, weak, or dispersed) in the U.S. The article applies a combined cultural-structural framework to understand ethnic programs in distinctive communities. Cultural and structural factors converge tangibly within established ethnic programs, creating distinctive program characteristics (e.g., program goals, services, funding) which, in turn, influence their resources and opportunities (ethnic social capital). The findings showed ethnic programs were similar in strength to their respective communities, inevitably producing unequal resources and opportunities in higher and lower achieving communities. Weaker ethnic programs produced different and fewer resources in general. Ethnic programs in strong coethnic networks had more community support and resources. Ethnic programs emphasized the importance of education, leadership development, culture, language, ethnic identity, peer and community engagement, and other factors. Coethnic support, program expectations for parent involvement, and funding resources were not equal across programs. By understanding both higher and lower achieving Asian American communities, educators, researchers, and policymakers can better understand their resources, opportunities, and educational experiences. Stakeholders must work together and develop partnerships, especially to better support struggling students. [For "Diverse Asian American Families and Communities: Culture, Structure, and Education (Part 1: Why They Differ)," see EJ1165621.]