The relationship between Hmong refugees, immigration policies, and the United States educational system is examined. First, the immigration process and policy development are discussed. Federal intentions toward the Hmong refugees and the educational reality are then contrasted, and the reasons for policy failure are examined. It is contended that the encounter between the Hmong and the educational system may be regarded as a case study of the inherent inability of the system to accommodate differentness and to respond to the real need of newly-arrived refugees. The schools failed to reach across a substantial cultural gap and provide access to the larger society, attempting instead to hurry the Hmong into adjusting to a substitute culture radically different from any they had known before. The educational system has failed to keep Hmong adults enrolled and has not made available comprehensive preparation of this population for the labor market. It is argued that a better educational policy would require that authorities embrace a pluralistic vision of U.S. society and reorient policies accordingly. A 10-item bibliography is included. (Author/MSE)