This study examined special education services for migrant and Native American students in Washington's Northwest Educational Service District 189, an area of 35 school districts with 33% of the enrollment comprising these two minority groups. The study used a backward mapping approach as it sought to identify best practices/procedures and problems that families and school staff perceived in programs for these two groups. Fifty-four people were interviewed, including representatives of nine school districts, parents, and community agency representatives. In the interviews, concerns were expressed about: (1) screening and assessment of bilingual students (including the use of interpreters in test administration, inadequate training for interpreters); (2) parental involvement (obtaining informed consent for assessment, individualized education program approval); (3) placement options (lack of bilingual programs, lack of vocational programs, over-referral to special education); and (4) other issues such as drop-out rates, attendance, cultural awareness, funding, communication between tribes and schools, substance abuse, fetal alcohol syndrome, and teenage pregnancy. Appendices present recommendations relating to inservice training in assessment, and preservice training of bilingual/bicultural and Native American staff; special education placement rates by district; a bibliography of over 100 items; a list of other bibliographies and other resources; and interview summaries. (JDD)