A study investigated the relationship between students' level of interest in maintaining their cultural identity and their academic achievement. Subjects were 105 United States-born Chinese-American and Korean-American high school students attending two public high schools in Southern California. The two groups represented the largest minority group in the community. Subjects responded to a questionnaire on their family background and their interest, awareness, and views on cultural identity. Results indicate that those who valued the acculturation process, adapting to the mainstream culture while preserving their heritage, had a superior grade point average to those who were most interested in the assimilation process, adopting the values and lifestyle of the dominant culture. It is concluded that curriculum and instruction should focus on helping students develop within their culture while exposing them to new ideas. Contains 21 references. (MSE)