Extant research has primarily assessed the quality of the American school experience for immigrant students by focusing on performance-based outcomes (e.g., grade point average [GPA]). Unlike such research, the current study examines the impact of generational status and language proficiency on Latino and Asian students' (n = 2,261) attitudes regarding the quality of their educators, a nonperformance outcome. Multivariate findings of data from two waves of the Children of Immigrants Longitudinal Study reveal that first- and second-generation immigrant students offered similar appraisals of the quality of their educators, whereas students fluent in an ethnic language generally expressed more favorable impressions of the quality of their school officials than did exclusively English-speaking students. The implications of these findings are discussed. (Contains 8 notes and 3 tables.)