southeast Asian refugee parents in one school district in the Pacific Norfhwesf were inferviewed to obtain their perspectives on formal education for their children attending local schools. Interpretation of survey data was augmented by two prior years of participant observation fieldwork in the setting. This account describes efforts in the district to learn about and to help refugee families adjust to American schools, with an emphasis on understanding purents ' perceptions of the language and social environments of schools. Descriptive information is presented on family characteristics, cross-cultural communication, parent involvement in schools, and bilingualism. The author identifies problems faced by refugee families and educafors.