Data were collected using structured interviews designed to elicit information on subject perceptions of themselves in the framework of the educational process. A role reversal technique was devised to facilitate rapport with subjects and encourage full and free responses. Two standardized tests were also administered to subjects, the Teacher-Police-School-Community (TPSC) Scale and the Wide Range Achievement Test. Interview findings showed that Hispanic gang students appeared to be amenable to personalized attention and help in a small school setting. Gang membership seemed to affect nearly every aspect of the member's life (friends, dress, behavior, use of leisure time, values, morals, attitudes toward school, behavior in school, and expectations of school). Attitudes toward police were uniformly and intensely negative. While subject attitudes toward teachers were more positive than general population norms, 40 percent of subjects imputed negative attitudes toward teachers. The generalized profile of a Hispanic juvenile gang student showed a youth who joined a gang in his or her home town in the 5th grade before 11 years of age and whose parents either disapproved or were unable to do anything about it. Gang membership was strongly affected by the presence of older family members or relatives who were already gang members. Both male and female gang members remained in the gang for friendship, protection, and excitement. Appendixes contain the student interview form, the parent consent form, and supplemental information on the TPSC. 41 references and 52 tables