This study attempts to build on research that has already been conducted to explore some of the factors that differentiate learning environments that may influence the academic achievement of Asian-American students. Their learning environments, in terms of parent guidance, teacher support, class order, satisfaction, and teaching quality, were studied with attention to gender and language spoken at home. Subjects were 1,527 eighth-grade Asian Americans of differing ethnic backgrounds from the National Education Longitudinal Study of 1988. The student questionnaire and results from a battery of eighth-grade tests were used to gather student data. In general, Asian-American students had favorable learning environments at home and in school. Students reported good parent support, positive teacher support, good teaching quality, and satisfaction. Girls had a more favorable perception of parental guidance and class order than did boys. Language-minority students reported less parental guidance and lower class order than students from English-speaking families, and this was coupled with lower achievement in reading and science standardized test scores. The implications of these findings for educational policy and practice are discussed. Three tables present study findings, and the Student Learning Environment Survey is included. (Contains 44 references.) (SLD)