This study addressed two specific questions regarding Korean students at American colleges and universities. One is a question of accommodation, and the other is a question of orientation: to what extent do we need to change our classroom format and teaching methodology (and types of assignments) to accommodate students from different cultures and countries; and how can we best orient foreign students and assist them in making the transition into the American way of learning? Personal background explaining the author's interest in this issue is provided. Differences in cultural orientation, specifically how differing cultural values determine the form and style of communication, interpersonal behavior and interaction, and ways of learning are examined. Reflections on two specific issues involving essay-writing and scholarly research that confront the American teacher unfamiliar with Asian culture and learning are included, i.e., writing styles and definitions of plagiarism. Four tables contrast American and Korean writing style, classroom interaction and behavior, content of tests and papers, and view of scholarship. Suggestions are offered related to accommodation, orientation, and strategies for assessment. Three simple approaches are recommended--awareness of cultural differences, teacher modeling, and use of several types of interaction activities. Nine interview questions are appended. (Contains 40 references.) (MES)