Exclusionary immigration policies associated with family separation, detention, and deportation are linked to elevated stress and trauma. Social workers are well-positioned to address the detrimental effects of immigration enforcement--related harm. This study explores social work students' knowledge and perceptions of stressors, needs, and services with immigrants at risk of detention and deportation, assessing students' (n = 149) knowledge and perceptions across six categories. Regression models indicated that engagement in direct service provision, advocacy, and non-social work preparedness predict knowledge of immigrant issues; age predicts knowledge of service barriers; and advocacy, age, and graduate education predict motivation. Findings point to recommendations to infuse social work education with immigration-related content across the social work curriculum and through opportunities outside of the classroom.