This report examines how immigrant students performed, mainly in mathematics and reading, but also in science and problem-solving skills in the PISA 2003 assessment, both in comparison with native students in their adopted country and relative to other students across all countries covered in the report (the "case countries"). In addition, the report explores to what extent immigrant students reported that they have other learning prerequisites, such as motivation to learn mathematics, positive attitudes towards school and strong belief in their own abilities in mathematics (self-concept). Two groups of immigrant students are analysed: "first-generation students" who were born outside the country of assessment and whose parents were also born in a different country; and "second-generation students" who themselves were born in the country of assessment but whose parents were born in a different country, i.e. students who have followed all their schooling in the country of assessment. The analyses include 17 countries with significant immigrant student populations: the OECD countries Australia, Austria, Belgium, Canada, Denmark, France, Germany, Luxembourg, the Netherlands, New Zealand, Norway, Sweden, Switzerland and the US as well as the partner countries Hong Kong-China, Macao-China and the Russian Federation. Furthermore, the report attempts to identify factors that might contribute to between-country differences in immigrant student outcomes and, as such, could provide policy-makers with information on potential intervention points to improve the situation of these students. (Contains 4 figures and 1 note.)