This report summarizes returns from a 1986 mail survey of 304 Illinois school districts enrolling Indochinese refugee children. Two questionnaires were used, the first focusing on the cultural integration and the second on the academic success of Indochinese refugee children in Illinois schools. The three cultural differences (out of a possible 14) that were selected as having the most potential for causing conflict were: (1) language differences--learning English; (2) different rate of assimilation between parents and children, creating family conflict; and (3) behavioral differences due to cultural differences. Respondents also listed family conflicts, differences in learning style and education system, and social relationships as areas of potential conflict. Among the many possible problems for Indochinese refugee children as they attempt to succeed academically, those listed most frequently were: no official school records; reliance on classroom lecture rather than textbook; and shyness or inappropriate smiling. Most of the report is devoted to summarizing respondents' discussion of problems and their suggestions for improvement of Indochinese refugee education. Also discussed are school officials' ratings of the refugees' assimilation into American culture and of the typical child's academic success, age ranges of the refugee students, services and materials for the refugee students, sources of funding for services and materials, and research needs. Three appendices include the survey instruments used in the Illinois study and a telephone questionnaire used in a similar study conducted in 1980 in California, as well as supplementary information concerning Southeast Asian refugees. (KH)