This document is composed of 5 separate volumes which represent case studies of 57 Asian Limited English Proficient (LEP) high school students who attended sheltered classes in the Philadelphia School District (Pennsylvania). Case studies, conducted in 1991-92, were part of a larger study of the student experience in sheltered classes in comparison with mainstream classes at four New Instructional Model High Schools. The case study in school 1 represented 5 Cambodian, 5 Vietnamese and 2 Chinese students who ranged in age from 16 to 20 years. The students sampled in school 2 ranged in age from 14 to 19 years and 10 came from Vietnam, 5 from Korea, 4 from Laos, 4 from Cambodia, 2 from China and 2 from India. The case study in school 3 was represented by 9 students from Vietnam, 1 from Korea, 1 from Cambodia, and 1 from Burma. Students ranged in age from 14 to 20 years. In school 4, students in the case study were 14 to 21 years old and 2 students were from Vietnam, 3 were from Cambodia and 1 was from China. Each student was observed by an evaluator for a school day, and structured follow-up interviews were conducted for each student and each student's English as a Second Language (ESL), mathematics, science, and history teachers. Most students in the sample felt more comfortable in sheltered classes, and believed that they would not have been able to cope with mainstream classes. Students, teachers, and evaluators commented on the oral language difficulties students were experiencing at all four schools. Data support earlier findings about the instructional program that indicate that opportunities for developing oral language are limited in both ESL and sheltered classes because of the predominance of traditional teacher-centered instruction that tends to inhibit oral interaction. Students rarely have the opportunity to interact with native English-speaking students during the school day to practice spoken English. (SLD)