The study's overriding objective was to map out the situation of immigrant pupils in the Rinkey School in Stockholm, Sweden. Two immigrant classes were selected: a class with 13 pupils of whom 12 were of Turkish origin and one with 7 Finnish pupils. All pupils were between 14 and 16 years of age and were formally enrolled in one of the upper department grades (7-9). Representatives of different functions in the school were divided into 6 categories: (1) headmaster, director of studies, welfare officer, psychologist, and school nurse; (2) recreational assistant; (3) auxiliary teachers; (4) pupils; (5) class superintendents; and (6) preparatory class teachers. These were questioned via interviews whenever feasible and questionnaires when the question was of a character which the informant could not specify. Standardized tests were administered to pupils to assess their achievements. Notwithstanding the "usually" positive and willing-to-work atmosphere which prevails among the Rinkeby School staff, the situation of immigrant pupils was unsatisfactory on various counts. Among these were: (1) the interpersonal relations of immigrant pupils and the school's other pupils were bad; (2) integration of Turkish pupils was the most problematic in comparison to other immigrant pupils; and (3) despite efforts, the school's contact with immigrant parents was defective. (NQ)