In this brief account are discussed the efforts made by New York City public schools to establish special programs for non-English speaking students, especially Puerto Rican migrants. The pioneer project using bilingual teachers to instruct "orientation classes" in East Harlem's Benjamin Franklin High School is described. Special attention is paid to the Puerto Rican Study, co-sponsored by the New York City Board of Education and the Fund for the Advancement of Education, that undertook to seek a sound basis for improving educational opportunities for non-English speaking children. A summary of the Study's final report is comprised of concise explanations of chapter contents. Eight recommendations for administrators and teachers responsible for these programs conclude the paper. (AF)