Today, 10.6% of children enrolled in kindergarten through 12th grade in the U.S. are foreign-born, and 1 in 5 are children of immigrants. Public schools represent the setting where many of the acculturative struggles of immigrant children unfold, having traditionally served as a vehicle of socialization and "assimilation" of immigrants in the U.S. Thus school interventions that focus on restructuring educational programming to accommodate immigrants can provide an opportunity to intervene directly with the primary environment that shapes the youth's experience, providing a more lasting and far-reaching solution than individual interventions. Further, because U.S. schools expect parental involvement, schools can provide an avenue to engage parents in interventions and create a bridge between the worlds of family and school in ways that do not stigmatize the family or the child. Immigrant students bring a range of diverse experiences, which can be viewed as resources to enrich the school setting. In today's climate of increased accountability, however, schools face many political challenges to addressing the needs of new immigrants who are often perceived as a drain on limited resources. Yet there are a number of possible avenues for intervention that can enhance the success of immigrant students by engaging existing resources. This article first describes today's immigrants, then the stressors and challenges they face, and ends by offering suggestions for prevention and intervention strategies to promote the mental health and positive adjustment of immigrant children. (Contains 3 tables.)