It is argued that high academic achievement among Vietnamese refugee and immigrant students is, in some part, the reflection of a survival strategy that has been employed over centuries of Vietnamese confrontations with more powerful peoples. Historical circumstances have reinforced a Vietnamese belief that a causal link exists between the opinions of outsiders and the welfare of the Vietnamese people. Long-term interactions between Confucian values and political conditions in Vietnam are at the root of Vietnamese assumptions about connections between academic performance and earning respect from outsiders. In addition, the immigrant status of Vietnamese in America promotes a belief in the importance of education as a way to advance. Evidence is reviewed that supports the assertion that the Vietnamese believe that they should be seen as lovers of learning in their dealings with other cultures. Implications for American teachers of Vietnamese children are discussed. Teachers should be aware that students may have high expectations that may be difficult to sustain, and they should be aware of a tendency for young Vietnamese males to associate almost exclusively with other Vietnamese. An appendix contains student responses to an incident of violence involving Vietnamese youth. (Contains 65 references.) (SLD)