ABSTRACT: Because of its size and dispersal, the Spanish-American population of the Midwest presents some unique problems. Little research has been done on this group since concern is mainly directed toward the larger Spanish-American population in the Southwest. Although the Spanish-American schoolchild demonstrates the same patterns (educationally) as his Southwest counterpart, there are indications that, in a linguistic context, his problems are somewhat different. This results from greater isolation from Spanish language and culture in the Midwest. It is generally recognized that language is the greatest barrier to the academic achievement of the Spanish-American child; it becomes crucially important that research and school programs be directed toward the language needs of the Spanish-American child in the Midwest. Michigan has taken a first step in this direction with the development of bilingual and bidialectal instructional materials in Foreign Language Innovative Curricula Studies, a Title III ESEA Project located at Ann Arbor, Michigan. In addition to language program development, schools must be staffed with teachers who are informed and sensitive to the needs of the Spanish-American. This will necessitate increased recruiting of Spanish-American teachers.