The educational status and English proficiency of immigrants to Sweden at the end of their compulsory schooling was investigated. Questionnaires were completed by 26 schools in 10 Swedish cities regarding the problems associated with the study of English as a third language by immigrant students in the comprehensive school. Schools in districts with high proportions of immigrant students were questioned about the optimal timing for introducing English instruction, remedial instruction outside of class hours, teaching methods used, teacher language backgrounds, and subjective evaluations of how immigrant students succeed in English. The reponses indicate that (1) proficiency in Swedish is viewed as a prerequisite to success in English, (2) immigrants should not receive English instruction until grade 4, (3) remedial instruction is the best approach for helping recent arrivals, (4) most immigrant students reach a proficiency level comparable to that of monolingual Swedish students if they are given extra help, (5) beginners benefit from having a teacher who speaks their native language, and (6) in later grades immigrant students select the easier general curriculum to a slightly higher extent than do Swedish students. The questionnaire and supporting documents are appended. (Author/RW)