This study intends to shed light on the perspectives of school administrators regarding children of immigrant families in the Turkish educational landscape. The study employs a descriptive phenomenological approach. Data were collected through face-to-face interviews with 17 public school administrators in Turkey. A content analysis methodology was employed for data analysis. According to the findings, immigrant students in Turkish schools face educational challenges due to language barriers, unfamiliarity with laws, and socio-economic factors. The findings recommend organizing educational sessions for school personnel, local students, and their families on fostering positive interactions with immigrant students and their peers.