As part of a larger study of school system communication with second language parents in three Alberta (Canada) urban senior high schools, this study focused on analysis of interview data from teachers responding to questions on intercultural communication barriers and bridges with students and immigrant parents. Data were collected through 30 minute interviews with 27 high school teachers. Notes from the interviews were coded, loaded into a computer by category, analyzed, and sorted into further categories using an iterative comparison process. Findings were summarized as follows: (1) second language students feel displaced, are academic achievers, feel alienated from Canadian born peers and their own families, and are in denial of the culture of Canada and other cultures; (2) parents of second language students are distrustful of the Canadian educational system, are resistant of new values their children want to adopt, maintain patriarchal relationships with those around them, and feel powerless and dependent upon their children to help them cope with the English language environment; and (3) school systems are ethnocentric and are committed to providing equal service to second language students compared to English-speaking students. In addition, the needs of parents, students and school systems are listed as perceived by teachers. Included are 30 references. (JB)