In this issue of "The Claremont Letter," the author argues that efforts to educate immigrant youth need to expand beyond a sole focus on language. Focusing solely on getting immigrant students to become English Proficient is short-sighted and inadequate. Efforts to educate immigrant youth need to include recognition of the various cultural and psychological resources that students bring into the classroom setting. First, the author discusses the research literature that describes the cultural and psychological characteristics that immigrant youth bring into the context of learning. Second, he details the damaging effects of forced linguistic and cultural assimilation and shows how these schooling practices undermine the achievement motivation of immigrant students. Finally, he suggests classroom and school practices that can be implemented to support and nurture academic excellence among immigrant youth.