Latino/Latina children who are considered to be limited-English proficient may be unwilling participants in unique and difficult personal and school-related experiences. The inherent differences in their native culture and language may lead to special academic placements in English-as-a-second-language programs. Participation in a psychoeducational group may prove beneficial in helping Latino/Latina children deal with their experiences, while offering possible coping strategies for managing potential negative self-concepts and attitudes toward school. A 6-week group counseling intervention is presented for working with limited-English proficient Latino schoolchildren. The intervention may also be useful in nonschool settings.