The primary focus of this report is to examine the effect that immigrant status and home language background may have on the performance of Australian students who participated in the OECD/Programme for International Student Assessment (PISA 2000). Approximately 5,477 students from 231 schools across Australia participated in the study. In this report, two sets of analyses were conducted. The first set focuses on immigrant status of students and the second set of analyses provides data on those students who speak a language other than English at home compared to students from an English home language background. Immigrant status categories are defined as: Native students--those born in the country of assessment (in this case, Australia), with at least one of their parents born in that country; First-generation students--those born in the country of assessment but whose parents are foreign-born; and Non-native students--those foreign-born and whose parents are also foreign-born. The range of languages spoken at home were categorised into five main groups: English, European, Chinese, Other Asian and Middle Eastern. The analyses showed considerable consistency in the results for the two groups. It appears that students of immigrant status and/or who have a non-English home language background have such a positive, engaged approach to their learning that they are able to overcome some of the disadvantages that may be associated with settling in to a new country or not speaking English at home. (Contains 34 tables, 7 figures, and an appendix.)