This book describes the characteristics of secondary schools in the United States that make it difficult for immigrant students to succeed. These include the following: fragmented school days and instructional programs in which English-as-a-Second-Language and content area teachers work in separate departments and rarely interact; the complex system of courses and of graduation and college entrance requirements; the practice of placing students in classes chiefly according to age, and tracking students learning English into courses that may not grant the credits they need; and inadequate methods to document student achievement. Six high school students (from El Salvador, Brazil, Haiti, Russia, Mexico, and Vietnam) are profiled. Common misconceptions about adolescents' second language acquisition and academic skills are addressed, and what current research reveals about these problems are discussed. Ten priorities for the design of programs that can foster effective teaching and learning for immigrant youth are put forth, including creating a community of learners in the classroom and ensuring immigrant students are part of that community, contextualizing new ideas and tasks, and giving students multiple opportunities to extend their understandings and apply knowledge. Recommendations for program development and practice are made, as are suggestions for future research. Extensive references and an index are included. (KFT)