This paper reviews the current status of Asian Americans in the U.S. schools from perspectives of textbook content and teaching methods. The author points out that findings of a survey of the 1950s and early 1960s textbooks reveal limited inclusion of references to anything Asian. This lack of interest can be seen, also, in American society, as represented by current difficulties of assimilating Vietnamese refugees into schools and community life. In terms of schools, there are some positive developments: little overt discrimination, bilingual instruction, and increasing recognition of cultural differences in general. Negative points include continued omission of Asian references in texts and curriculum; continued ethnocentrism and evaluation by Western standards; need for teacher education to include Asians; and overemphasis on blacks and Spanish-speaking groups to the exclusion of other minorities. The urgency of integrating multicultural studies into the elementary curriculum is confirmed by research showing that children's attitudes toward other nations and peoples stabilize by grade 8. Ideas are offered for developing multicultural curricula. (Author/AV)