Australia is a multicultural society and, in recent years, Asian immigration has increased tremendously. In terms of the educational participation of Asian-Australian students, students from non-English-speaking backgrounds are not highly represented in humanities, arts, and education courses. They prefer business, engineering, science, and mathematics. This project examined the experiences and perceptions of Asian-Australian students enrolled in humanities courses. The project comprises two studies: Study 1 is related to the reasons for choice of academic subjects, perception of humanities subjects, and perceived academic difficulties among Asian-Australian and Anglo-Australian humanities students; Study 2 is related to students' perceptions and uses of academic support services. In Study 1, participants included 170 students taking humanities subjects from a multi-campus university in Melbourne. There were 73 students from an Asian background and 56 Anglo-Australian students. A 3-part questionnaire was given to students during their humanities classes. Among the findings were that in choice of academic subjects, Asian-Australian students, more than Anglo-Australian students and other students from non-English-speaking backgrounds, endorsed sex-role stereotypes, superiority of science subjects, and pay and career as reasons for choice of subjects. For Study 2, a qualitative approach was used to ascertain the perceptions of Footscray campus humanities students toward the Student Learning Unit (SLU), which provides help with language skills and learning support. Semi-structured interviews were conducted with five humanities students. Although only one of the five had used the SLU, their responses confirmed anecdotal evidence and SLU class evaluations concerning its usefulness and image. (Contains 5 tables and 16 references. Appended are questions and student responses.) (BT)