This paper describes research conducted to evaluate a program designed to meet the needs of Asian Limited English Proficient (LEP) students in the School District of Philadelphia. The program was the result of a negotiated settlement in a lawsuit filed against the school district in 1985, which alleged that the district was failing to meet the needs of Asian immigrant and refugee children. The settlement resulted in the creation of the Remedial Plan for Asian LEP students, which provided for various curriculum, staff, and program changes to improve the educational opportunity of Asian LEP students. Several studies conducted between 1990 and 1991 have found that: (1) a considerable gap existed between the techniques that teachers of Asian LEP students reported they were using and actual practice; (2) teacher participation in staff development programs could be better supported and funded by the district; and (3) most Asian LEP students felt that mainstream classes with native speakers of English would be more helpful in improving their English skills than sheltered or co-taught classes. Although many changes that benefit both Asian and non-Asian LEP students have taken place, much still needs to be done to make curriculum and staff development programs more effective. (MDM)