After the Vietnam War, in 1975, thousands of Hmong refugees immigrated to the United States, gaining asylum for their participation in the war and hoping to a better future. Today, the children of these refugees and the first generations born on American soil face many challenges, particularly in our public school system. In order to succeed in the public school system and beyond higher education, the complications of their educational situation must be addressed and changed. (Vang, 2004). Little research has been done on the needs of Hmong and Hmong-American students, despite research done on other bilingual students from diverse backgrounds, such as Hispanics. Surprisingly, most Hmong students are classified as Limited English Proficiency or LEP students. The academic challenges they face require increased attention as the number of Hmong American students continues to increase exponentially in American public schools. Initially, when refugees and their children first arrived in America, primarily in California but also in Minnesota and Wisconsin, the American education system identified Hmong children as LEP and placed them in English language classes. second. Very few schools offer academic programs aimed at integrating Hmong students into the school's society, and those that do have not enjoyed thriving success. Due to the resulting segregation, both socially and academically, the teaching methodology of these students suffered; become random and improvised. During the early years of integration, there were very few bilingual Hmong teachers. Hmong students were placed in classes with the expectation that they would not pursue higher education and that their teacher......work environment......specific teaching and programming in a directly related subject to Hmong culture and society. A feeling of inclusion is necessary for their success. (Lee, 2001). Studies of Hmong students are insufficient to provide in-depth and comprehensive information on the performance and education of this minority group. There are countless factors that impact the achievement levels of these students, and in order to address the needs and issues, additional research must be conducted. I suggest that more studies be conducted on newly founded charter schools that focus on Hmong culture as well as American academics. I also suggest more studies focused on examining peer pressure and gender issues in relation to academic achievement involving Hmong-American students, and specifically female Hmong students for whom the data is generally default (Vang, 2004) .