This paper examines how Asian Pacific American high school students struggle to gain social support, cultural affirmation, and political empowerment. Four distinct case studies are highlighted: (1) an urban elite public school in which entrance is by examination; (2) an urban nonelite neighborhood public school; (3) a wealthy suburban public school; and (4) the Conference/Coalition for Asian Pacific American Youth, a project of students supported by university and community resources outside of school. Participant observation and interviews with students in each setting illustrate Asian Pacific American students in a variety of institutional contexts. The first three cases illustrate the ways through which students in specific school settings analyze and respond to critical issues that affect them, including racial harassment, the need for bilingual and bicultural support services, and stereotypes in the curriculum. In each of these three schools, the students' commitments to organize and make positive changes are not shared by adults, and the changes are not made. In the fourth case, students from the collaborative, community-based effort work to organize a regional conference for Asian Pacific American youth. Strong adult support contributed to their success. Lessons from the failures and successes of these case studies suggest how educators, parents, and community members can support students' efforts more effectively. (Contains 25 references.) (SLD)