This document is a report on the performance, graduation, and transfer of immigrant and native minority students at City University of New York (CUNY) community colleges. The study also compares the experiences of immigrants at CUNY community colleges to those of native United States minorities. A total of 8,332 students responded to the survey, approximately 48% of whom were immigrants or were born abroad. The study indicates that: (1) the largest percent of foreign-born community college students were from Caribbean, Central, and South American countries; (2) immigrants often have trouble passing educational assessment tests in math and reading due to the lack of English-language knowledge and comprehension; (3) the transfer rate of immigrants is not much higher than that of native minorities; (4) factors like parents' education and wealth positively affect academic success for immigrants and native minorities; (5) overall, immigrants are not shown to be more likely to transfer or graduate than native minorities; (6) African-Americans and Hispanics who transfer show a significantly lower probability of earning a bachelor's degree than whites; and (7) students who enter dual two-/four-year CUNY institutes are more likely to transfer and earn a bachelor's degree. The report includes 17 references, 13 statistical tables, and implications for future studies. (MKF)