Recent arrivals to the United States from Vietnam have encountered many educational problems, as well as difficulties in social and psychological adjustment. Schools need to devise special strategies and instructional programs that meet the needs of Vietnamese American and other Southeast Asian American refugee students whose previous educational experiences are tremendously varied. To clarify the many problems and the diversity of backgrounds among the refugee children, the characteristics of the different refugee waves entering the United States since 1975 are described. Some of the specific problems facing educators and others working with refugees include the following: (1) unaccompanied minors arriving without families; (2) varied educational and linguistic characteristics, including different cultural views of instruction and the student's role; (3) the influence of religious and social tradition; and (4) adjustment issues, including parental reluctance to be involved in the school. Sensitivity, patience, and understanding on the part of school personnel are the crucial elements contributing to a positive experience for Vietnamese high school students. One table and 1 graph present information on refugee arrivals, and there is a 17-item list of references. (SLD)