The book "Somali Refugee Student Experiences in U.S. Public High Schools" by Gary Melton offers a comprehensive qualitative analysis of the challenges faced by Somali refugee students transitioning into public high schools in the United States. It highlights the specific difficulties these students experience at Green High School (pseudonym) while also examining effective teaching methods and strategies that can help mitigate these challenges. The study addresses key research questions regarding the predominant transition difficulties and identifies best practices that contribute to supporting Somali students. Additionally, it connects to Cummins' "Framework for Intervention" to place the findings in a broader context. The documentation of challenges, such as lack of resources and insufficient support, is complemented by the presentation of positive teaching approaches and supportive programs that promote the academic success of these students.