Emerging literature on Asian Americans shows that perceptions about the community are often at odds with reality. Asian Americans desire to be "normal," to fit in. Whether it is to be accepted as "honorary Whites" so as not to remain "forever foreigners," or to get by in a racist society by staying quiet and behaving so that nobody would bother them, Asian Americans indicate a desire to assimilate and to nullify their Asian roots. Their integration seems to depend on how mainstream they are, which argues for assimilation not accommodation. Viewed as a "model minority," self-esteem issues that are cited in support of African-American and Hispanic profiles in the curriculum may not appear to be applicable to Asian-American students. While it is true that Asian-American students by and large are academic achievers and the Asian-American community appears to be successful economically, second- and third-generation Asian-American students in schools have to contend with cultural, social, and emotional issues like any other minority group. The purpose of this descriptive study was: (1) to understand problems Asian Americans may face as minority teachers; (2) to examine any impact they may have on curricula and academic experiences at the building level; and (3) to identify support systems available to them to implement desired changes.