This evaluative dissertation was designed to determine how an immersion program for newcomer students affects their transitional period upon entering the school system. A key element of the study investigated the connection between the emotional state of mind of newcomer students and academic achievement. Both qualitative and quantitative methodologies were utilized. Data collection was realized by incorporating surveys, interviews, classroom observations, statistical analysis of annual school reports. A focused approach allowed a sampling of subjects that represented members of the school community. The voluntary participation of these subjects was systematically organized to provide anonymity while evaluating their input and responses. Data were categorized and interpreted according to its significance in answering these research questions: (a) What are some of the traumatic changes an adolescent newcomer student can face during their transitional period? (b) How can school communities provide students and their families with the support and guidance needed to successfully adapt to their new setting? and (c) Can immersion programs effectively influence student progress and advancement? The findings provided validity and confirmation affirming that a carefully planned immersion program can have a positive impact on newcomer students making the transition from their countries. Recommendations for establishing an effective immersion program for newcomer students and their families and specific suggestions for guiding newcomer students through the transitional period are included.