Background/purpose: Social alienation is an individual feeling or being isolated or disengaged from others and society. It has been a well-identified element in the lives of Muslim immigrants in Europe who face significant challenges in social, economic, civic, and political participation. These challenges may have adverse impacts on the academic performance of the young immigrant learners. This paper is an attempt to find out the impacts of social alienation on the academic achievement of Muslim immigrant children in Europe. Materials/Methods: A semi-systematic literature review of the studies and literature relevant to understanding the relationship between social alienation and the academic performance of the children of Muslim immigrants. Results: Such a review has pointed out several interdependent reasons for social alienation, such as socioeconomic status, parental choices between formal-public and community-based education systems, availability of resources to exercise choices regarding education, and the influence of ethnic neighborhoods. These factors combine and hinder academic achievement among Muslim immigrant learners. Conclusion: The findings provide useful insights into some critical issues confronting the Muslim immigrant communities in Europe, which can definitely address the challenge of improving educational provisions by policymakers and educators. This will help in better integration and equal academic opportunities for the immigrant learners.