A study utilized survey and case-study techniques supplemented by examination of documents to facilitate a sociopolitical investigation of the concept and role of ethnic teacher aides in state schools in Victoria, Australia. A theoretical framework was developed, combining an historical sociology of knowledge with a systems management perspective. The sample consisted of personnel in schools with high percentages of migrant students, persons with political influence on educational policy, and persons and groups interested in educational policy. Data indicated: (1) there was no coherent policy or program involving ethnic teacher aides; (2) uncertainty surrounded the number of ethnic teacher aides and the duties expected of them; (3) aides were expected to undertake many tasks, without clear guidelines concerning aide training and use; (4) the concept of ethnic teacher aides differed between primary and post-primary levels of schooling, despite considerable commonality concerning the role of aides; and (5) although there was confusion about the concept and role of ethnic teacher aides and disagreement concerning teacher professionalism and aide unionization, opinion strongly favoured continued use of ethnic teacher aides. A number of implications and recommendations arose from the findings. Forms, letters, and a list of persons participating in the study are appended. (Author/CM)