This paper reflects and supports the focus of my doctoral research that aims to identify, underscore and examine some of the key challenges and policy barriers that are shaped or hindered by socio-political, ethno-cultural and economic factors that subsequently impede immigrant students' transition and future academic and social success in their new school environments. I begin with an overview of the discourses of hospitality (philoxenia) and xenophobia--how these two notions relate to Greece's responsibility toward the emerging and (in) flux of immigration, and how citizenship education can be instrumental in the fight against xenophobia, racism, aggressive nationalism and related intolerance in Greek public schools. My interest in this research topic has evolved from my own experience as a repatriated immigrant student in the Greek public (state) school system. My personal experience as a child of repatriated immigrants entering a highly homogeneous and exclusionary (to "foreigners" or "xenoi") school environment with few, if any, non-Greek students in the mid-1980s and the lack of support from the public school system and community, has prompted me to further investigate and focus on the learning experiences of immigrant students and the implications for immigration, citizenship policies and school-level policies, at a time where immigration poses challenges that call for immediate policy action to ameliorate the crisis impacting immigrant subjectivities. The paper mainly identifies and reviews existing literature documenting prior research activity in this area, but contains no actual data or results at this time, since data collection will begin in the summer of 2012. (Contains 12 footnotes.)