The Mexican American's education is affected by such societal factors as the (1) referent used to identify these Americans; (2) relationships created and affected by historical events; (3) access to participation in the educational process at the elementary, secondary, and post-secondary levels; (4) curriculum offering at all levels; and (5) retention efforts provided within the educational system. Therefore, the educational status of Chicanos can be judged only in relation to the education provided to all Americans. This manuscript discusses the educational status of the Mexican American by: (1) examining the Chicano's nature as that nature is affectd by historical events and by the referents used in identification; (2) looking at the nature and state of education in light of assumptions, philosophy and principles of learning, disparities of teacher behavior, inequities of school facilities, and irrelevant curriculum; and (3) reviewing the Chicano's participation in the educational process through access, educational attainment, and retention. The manuscript concludes with 17 recommendations, e.g., re-examination of current policies and practices, new testing and grading, academic and personal support systems, better career counseling, strong minority leadership at the community level, and mode of delivery of instruction to accommodate the cognitive learning styles of Mexican American students. (NQA)