In this paper, the educational progress of Korean Americans is attributed largely to the effects of conflict between biculturality and marginality. This report examines the educational needs and problems of Korean American children and youth with respect to demographic and historical characteristics of Korean Americans and their evolving community. Highlighted among the demographic characteristics are geographic location, sex and age distribution, employment, income and household size, language proficiency and religious preferences. Problems in the educational adjustment and achievement of Korean American children are attributed to the following conditions: (1) underemployment and loss of self-esteem; (2) parent-child conflicts based on language and culture; (3) breakdown of the traditional three-generation Korean family; (4) a "lost" generation of teenage immigrants; (5) a desire but inability to achieve biculturality; (6) conflicting and unrealistic expectations of children by Korean American parents; (7) major role shifts within the family; and (8) domestic violence. Although Korean American parents were reported to show cultural ambivalence, it was suggested that the parenting role was a positive resource for the successful development of Korean American biculturality. (JCD)