This paper describes how a large school district in suburban Atlanta, Georgia dealt with the challenges presented by the relatively sudden influx of a large number of highly heterogeneous limited-English-proficient (LEP) students. The eight most critical specific problems that underlay the assimilation of the new students included the following: a lack of proper assessment techniques; a largely negative categorization of the limited-English students by both students and teachers; low expectations; a lack of strategies to deal with the problem; a lack of multicultural awareness; almost no parental involvement in the classroom; a lack of community support; and too large of a student-teacher ratio in content area classrooms. Half of these problems must be solved through administrative action or planning by lowering the student teacher ratio in classes with larger numbers of LEP students; securing more and better evaluative materials to allow for a more effective assessment of each student; building greater community support programs for LEP students; and promoting greater parental involvement. The other half of the solution requires professional development for teachers, including: cultural sensitivity training; success orientation training; and training to use practical strategies and methods. Attached are appendices that could be the focus of training in the use of practical strategies and methods. Forms include: ESOL Strategies Used in Content Area Courses for Vocabulary Enrichment/Expanding Comprehension; ESOL Strategies at the Beginning/Intermediate/Advanced Level; Program Models and Approaches of Instruction for LEP Students; and List of Some General Problems and Solutions. (Contains 16 references.) (KFT)