258 teachers who work with the Cubans are charged with the responsibility of helping them learn. These teachers could benefit from training in multicultural education, techniques for implementing multicultural curriculum, and methods for working with students who had limited English proficiency. Parents could be used in implementing the multicultural curriculum by presenting information on the differences and similarities in U.S. and Cuban schools and afterschool activities. Parents could be encouraged to continue to speak Spanish with their children at home. The services of the guidance office could be helpful in expanding Cuban students' understanding of North American culture, as well as providing information on educational and career alternatives. The guidance counselor could be instrumental in helping students overcome the traumas of culture shock. The counselor could work with both the students and faculty in removing some of the stereotypes about dif ferences in culture and language. Above all, the counselor could help students overcome their hesitation in speaking English. He or she could work with teachers in building bridges between the English- and Spanish-speaking communities within the school. Second language educational policy should be extended to all parts of the school, including the library. The quantity and type of library books available for the Spanish-speaking students should be assessed in terms of interest and readability. Spanish language books of interest to 13-15-year-olds should be available. Low level, high interest English language books should also be available. All students should know how to check out books and be afforded the opportunity to do so.