This report describes the findings of 10 focus group meetings that discussed issues related to the performance of students with Limited English Proficiency (LEP) on Minnesota's Basic Standards Exams. Ten groups were formed, with one group of parents and one of students representing each of the following language communities: Cambodian, Hmong, Lao, Spanish, and Vietnamese. During the meetings, participants were asked what they knew about Minnesota's graduation tests, their thoughts about testing options for students with LEP, concerns they had, good ways to communicate with parents about school matters, and what parents can do to help their children be successful on tests and in school. Findings from the focus groups are that: (1) most parents and students favored Basic Standards testing as a part of high school graduation requirements; (2) there was confusion over the various testing programs being conducted in schools; (3) participants in both groups were unaware that there are some special options available for students with LEP, including extra time, separate settings, written translations, audiotapes, and different scoring options; and (4) there is a need for early communication with parents to help them prepare their students for the tests. Recommendations for communication about graduation standards are provided. (CR)