This article describes the language skills and factors that predict English-language proficiency for a sample of 209 students ages 10 to 16 from three immigrant groups—Chinese, Dominican, and Haitian. Sources of data included structured student interviews, parent interviews, and individual language assessments. On average, students' English-language proficiency was far below their age and grade level with only 15 students scoring average or above average for their age. Significant differences were found among the groups. Demographic and language factors were found to predict students' language skills with differential effects across groups. Implications for the learning and education of these students are discussed.