A study in progress investigating cultural and structural factors which affect educational opportunities for white middle-class and Punjabi immigrants in a California high school is reported. In the two-and one-half years since the project began, researchers have interviewed a broad range of students, parents, teachers, and administrators. The result has been an understanding of the problems encountered by all students. Because of the duration of the study, credibility with school officials and a better climate for educational change have developed. Further credibility and support have resulted from the scope of the project, which addresses the needs of both majority and minority students. For example, an analysis of cultural barriers to academic achievement includes the problems inherent in the self-reliance approach of American parents as well as the close supervision afforded by Punjabi parents. Further, a well-intentioned tracking system contributes to segregation and exacerbates social and academic problems. Educational anthropologists must be aware, however, that for educational change to occur from their recommendations, ongoing collaborative relationships between researchers and school officials must continue long after the initial phase of research is over. (KC)