Issues unique to survey research among limited-English-proficient (LEP) populations are discussed, with illustrations drawn from one recent doctoral study. The research in question was on language, culture, and ethnicity in five Chinese-language schools in northern California. Its aim was to investigate the role of the schools in maintaining Chinese language, culture, and ethnicity in a multilingual/multicultural society. The survey of 800 administrators, teachers, parents, and students was carried out by questionnaire, provided in both English and Chinese versions (students' were in English only). Data for this analysis are drawn from the survey of one of the five schools. In developing the questionnaire, these issues were encountered and addressed: writing translatable English; maintaining the original meaning in the translation; significant cultural issues; and reconciling differences and similarities in English and Chinese responses. Each is discussed, and interpretations of and resolutions to specific problems in the survey are examined. It is concluded that as U.S. demographics change, it is increasingly important to gain some understanding of issues in surveying LEP populations. (MSE)