Previous research suggested that educational engagement may enhance posttraumatic and post-migration adjustment and contribute to overall wellbeing among war-zone immigrants (Stermac et al., 2008). This study examined this further and compared the educational experiences and the health outcomes of immigrant students and non-students who had resided in global war-zones or within areas of extreme civil unrest prior to emigration. Participants in the study (N = 45) were recent immigrants to Toronto, Canada from global war-zone regions in which they had experienced prolonged exposure to traumatic events and who reported many psychological symptoms in the pre-migration environment. Structured interviews and standardized questionnaires were used to obtain information about exposure to stressful events, educational experiences, psychological health and current functioning. Results indicated that while the majority of participants reported good mental health and life satisfaction, students' self reports of current functioning both in terms of coping with symptoms and in assessments of well-being provided some evidence that students were able to make positive adjustments within their post-migration environments that may be beyond those made by non-students. The results suggest that those engaged in educational programs have good coping abilities for dealing with trauma and posttraumatic symptoms. Results are discussed in terms of the role of educational and community-based interventions in coping with stress-related psychological sequelae and mental health among war-zone immigrants in Toronto. (Contains 3 tables.)