This article analyses the issue of immigrant students’ adaptation in Israeli schools, as perceived by their parents and teachers. The study integrates data from two qualitative, phenomenological studies: one explored immigrant parents’ perceptions of Israeli education and their children’s adaptation in school, while the other studied teachers’ perceptions of immigrant students’ education and their practices in the field. The data was gathered from in‐depth interviews with 17 parents and 20 teachers. The analysis yielded a list of themes related to parents’ and teachers’ views of the children’s adjustment, and their own roles in this process: their personal experiences in the field, the challenges and difficulties in interpersonal interactions between parents and teachers, and policy issues related to the educational integration of immigrant students. Findings emphasize the vital importance of parent‐teacher collaboration, clarification and better implementation of existing policy, and teachers’ qualifications for the successful educational integration of immigrant students.