Observations were made while psychologically evaluating Korean school children in the greater Chicago area. The observations were drawn from work with Korean children who were referred for psychological evaluation because of learning or behavioral/emotional problems. Initial demographic data was taken describing the children's age, length of time in the U.S., sex, language spoken at home, and reason for referral. Results for intelligence, perceptual-motor, projective, and achievement tests were obtained. On the intelligence test both the Mean Full Scale and Verbal IQ scores were slightly below equal to the American norms. Performance on the perceptual-motor test was also similar to American norms. Tentative conclusions were drawn from the projective test for personality and emotional assessment, which was given to a small number of children who revealed a limited verbal capacity and limited creative resources. On the achievement test children were on the whole three or four years behind in reading, and spelling, and two years behind in arithmetic. Recommendations were made on the basis of these test results and solutions to Korean children's language and acculturation problems were offered. (Author/APM)