The paper deals with the culture and background of the Chicano migrant child and with his frustrations and conflicts in encountering the Anglo culture as represented by the school. It is pointed out that the Chicano migrant child, whose home base is in the Rio Grande Valley, lives in either a barrio or, in summer, a migrant camp and has little contact with the Anglo culture until he enters school; that the only contacts his parents have with the Anglo community are with the farmer, grocer, gas station attendant, and clergyman; that upon entering school, the migrant child finds himself in an educational environment which is totally foreign to him; and that after being unable to learn because of his inability to understand English, the Chicano migrant child usually does not return to school. Suggestions to correct the problem and to provide the child with an equal learning opportunity include (1) that teachers of Spanish-speaking children must understand the migrant child, his culture, and his problems; (2) that English must be taught as a second language; (3) that until the child speaks English, he should be taught in Spanish; and (4) that the teacher must show the child that someone cares and wants him to learn, thus engendering in the child a desire to learn. [Not available in hard copy due to marginal legibility of original document.] (FF)