In 1970, the term "model minority" was popularized by journalists, social commentators, and some academics to refer to Asian Americans. The stereotype suggests that Asian Americans do better academically, economically, and socially than any other racial minority group, and this was achieved by overcoming disadvantages through hard work, thrift, strong family ties and emphasizing the education of children. Contrary to this popular American belief, exaggerated praise of Asian Americans as a model minority is false. This positive image of Asian Americans as a model minority rests on a sinister core of beliefs about Asian Americans and other racial minorities in America: a view of Asian Americans as outsiders. Because most studies of Asian children have focused on their achievements, and awareness of the invisible crisis many Asian American children face is fairly recent, few studies have addressed the diverse and complex experiences of Asian American children, particularly those who do not fit the mold. minority stereotype. This article revisits the model minority myth and examines the impact of the model minority myth on underachieving students who fail in school. I will first present a contextualized understanding of the “model minority myth,” what is it and what does it mean to be a model minority? Second, I will demonstrate that the myth has been an inaccurate and invalid representation for many Asian American students. Next, I discuss the impact of the model minority stereotype on the poor academic performance of Asian American students. I argue that stereotyping poses a threat to students' advancement in school and society. To illustrate the impact of model minority stereotypes on individual experiences, I will...... middle of article ......the model minority stereotype contributed to the difficulty of Keltner and Lily at school by increasing the parents' "educational fever". and increase the academic and emotional burden on Keltner and Lily, who already had difficulty learning. Lily and Keltner's stories suggest that each family or child must be understood within their specific learning context. Educators must understand each child's experiences and meet their psychological and educational needs so that they can achieve their own success. Schools and policymakers can help educators achieve this by developing an appropriate curriculum geared toward ESL students, rather than using a mainstream curriculum that does not meet the needs of ESL learners. Train teachers to implement classroom strategies aimed at understanding students' individual needs and fostering the connection between school and home..