The purpose of this ethnographic study was to examine the frames, or unstated rules built by culture and life experience, of Asian American families and Head Start staff to determine the reason that Asian American children with learning difficulties may not be identified. The study also provided information about the effect of Asian family culture on child development, Asian families' interpretation of child development, and Asian families' expectations for their children's future education. From the Head Start perspective, the study examined the organizational culture of Head Start, staff values and beliefs about child development, and the nature and purpose of early education and parents' roles in their children's education. Asian families were selected from a Head Start program in Wichita, Kansas. Teachers and health services workers were selected based on the criteria that they work directly with the Asian subject children. Data source triangulation was conducted through interviews, home visit observations, and Head Start document reviews. Two subject families received home visits from teachers, and two different subject families received home visits from health services workers. Data themes and patterns were identified using a constant comparative method of analysis. Transcriptions of field notes and interviews were coded and analyzed using ethnographic computer software.