The complexity of the problems concerning the teaching of English to Puerto Ricans in the United States has rarely been fully appreciated. The author discusses some factors involved: (1) Learners may be admitted to school at any age and placed in advanced grades with their age peers; (2) Some older learners may be functionally illiterate in their own language; (3) Learners may or may not have had some previous English instruction; (4) They may enter school at any time during the semester; (5) Their schooling may be broken frequently; (6) Many live in Spanish language enclaves; (7) Language skills must be developed so that the learners may talk and write about themselves and be able to participate as quickly as possible in the total school program; (8) Learners may experience anomie if forced to function in English before they are ready; and (9) Efforts to resolve cultural conflicts may dampen the learner's desire to communicate in English. There is no one best way, the author stresses, for all students in all situations. Whatever the approach, the teaching of any feature of English should proceed sequentially. These steps, and suggestions for the teacher and administrator, are outlined briefly. (AMM)