A group of three brief conference papers, all concerned with methods to help Limited English Proficient (LEP) students succeed, is presented in this document. The first paper, "Integrated Content Language Approach" (Jose Galvan), suggests that LEP students who are at the intermediate level or beyond will benefit from programs integrating content and language instruction because their transitional progress will have the added advantage of a strong affective element. Interest in the language being used will rise, and their progress in the subject matter will continue. The second paper, entitled "The Eastman Success Story for Helping Limited English Proficient Students Succeed" (Bonnie Rubio), describes the Eastman Curriculum Design Project implemented in seven schools in the Los Angeles Unified School District in California. The program focuses on language separation: subject matter is taught either in Spanish, sheltered English, or mainstream English. The goals of the program are high-level oral fluency in English and academic achievement. The third paper, "Helping Limited English Proficient Students Succeed" (Amado Padilla), asserts that the stress that LEP children experience is very different from the stress that children generally have. External and internal mediators, which buffer the impact of stress, can be developed; if LEP students learn how to cope with stress, they will be less at risk of dropping out. (BJV)