Empirical data and staff opinions were gathered to determine the enrollment of Mexican immigrant/alien students in the Rio Grande City Schools during the 1976-77 school year and their impact on space utilization, educational programming, staffing, and funding. Eleven staff members, representing administrators, principals, teachers, and counselors, were interviewed. Building principals were administered the Principals' Questionnaire to secure enrollment, building, and program data. A 7-item questionnaire identified students born in Mexico by campus and grade, recorded birthdates and length of enrollment in the district, indicated participation in the free lunch program and whether students lived with a parent or guardian, and included an assessment of the student's English-speaking proficiency by a teacher, and whether or not the student was assigned to a special educational program. Data indicated that: enrollment of Mexican immigrant/alien students increased from 455 in 1976-76 to 505 in 1976-77 while the district's total enrollment increased from 3,956 to 4,082; most staff members felt that overcrowded classrooms resulted from the enrollment of immigrant/alien students at the elementary and junior high school levels; program capacities appeared to be exceeded by non-immigrant/alien enrollments at the elementary level; additional staff members and staff development programs for teachers were critically needed; and immigrant families had no effect on the district's tax base. Survey instruments are appended. (NQA)