An earlier survey analyzed data (a) by New Canadian status and (b) by occupational categories for students in public schools in Toronto, Canada. This study undertakes a more detailed analysis of the relationship between occupational categories and New Canadian status by providing for additional analyses of other non-school variables, such as the student's mother tongue and immigrant status. Since the concern of the school system lies with the individual child, this study uses student based data rather than census-type data based on head-of-household. Much of the data in this report regarding ethnic groups and their occupations seems consistent with expressed attitudes regarding immigrants. Occupational status among different ethnic groups does not always match the school success of the children from those groups. Proportions of ethnic populations in various occupations appear to be related more to mother tongue than to whether or not the student was born in Canada, and to whether or not English was the student's first language. Numerous tables and demographic maps are appended. (Author/LAA)