Across the United States, immigrant enrollments in the public schools have rapidly increased, particularly in locales with little tradition of immigration, known as "new immigrant destinations." Despite the widespread nature of this trend, there is much to be learned about how schools are responding to this influx of immigrant students. This paper explores the nature and distribution of instructional and organizational capacity in this context, drawing on an empirical, statewide study of Wisconsin schools serving the new Latino diaspora to develop a theory of capacity in new immigrant destinations. We end with implications for theory and leadership practice.