A study of the existing local needs, resources, and services for limited English speaking residents of the United States was undertaken to clarify local, state, and federal responsibility for the provision of services. For a small but representative sample consisting of eight school districts serving minority language students, the study provides answers to five questions: (1) What services are being delivered? (2) How do the patterns of service vary by district type? (3) What specific deficiencies in language assistance services are perceived by beneficiary groups and educators? (4) What is the apparent cause of these deficiencies? and (5) Do local beneficiary groups and educators see any need for federal regulation, and if so, what should the rules encompass? Key findings include these: (1) services to language minority students vary enormously among school districts; (2) language assistance services are seldom available in secondary schools despite the growing need; (3) few districts have adequate means for identifying need or assessing when it is appropriate to terminate instruction; (4) districts have serious problems finding qualified teachers and materials for some less common language groups; and (5) programs most favored include those that involve local communities in developing appropriate services. Two broad recommendations are made: that federal regulation is needed to assure that districts do not neglect the education of language minority children, and that the federal government should support research and development to improve language assistance programs. (MSE)