The path toward the development and evolution of youth gangs within Hmong, Laotian, and Cambodian cultures, and to a lesser extent among some current Vietnamese and Chinese independent youth gangs, closely parallels the development of ethnic gangs of an earlier era. Relatively few immigrant youths develop maladaptive social responses, which may include joining a youth gang, but it is imperative to recognize the negative influence of the racial and linguistic isolation that many Asian youth face in school. The social group to which the gang belongs may determine gang structure and significance. Following a discussion of Asian gang stereotypes and basic cultural issues, this article suggests approaches to assist educators who work with Asian youth. The author advises that programs aimed at reducing gang presence in Asian communities must do several things. First, all prevention and intervention programs must be acceptable both to the traditional and elder members of the communities and to the primary target of the programs, Asian youth; second, program developers must be aware of the cultural dualism common to most gang-involved Asian youth; third, program developers must support appropriate interconnections between school, community agencies, and juvenile justice agencies; fourth, program developers must study currently available programs and texts on street gangs and locate and use multiple, legitimate, and established gang resources in the community; finally, planners should establish the credentials of any person offering expert or experiential advice. Guidelines are provided for providing a safe school environment, regardless of community gang activity. 13 references