Despite the current situation in the Valencia Community in Spain, there seems to be deep differences in the opinions of legislators and teachers about the needs and difficulties in Secondary education. The key issue for many schools is how face an increasing number of undereducated immigrants. Indeed, many Spanish and English teachers wonder how to go on working given this state of affairs. The number of students who need remedial language education can be amazing in certain schools and communities especially in Alacant and Valencia, and teachers know little of what they are supposed to do with these students. Besides, they lack the necessary institutional and linguistic support so many give up and just consider that they can only do just what they do for the rest of the class. This paper addresses the problems currently found in language education for immigrants: (1) educational policy; (2) current offer of remedial classes; and (3) presence and methodology of English as a foreign language. In doing so, the paper revises current practices in language education for immigrants in Spain. The paper concludes that mixing immigrant students and local Spanish students can benefit both groups and input is enhanced through mutual interaction resulting in better learning. However, more staff and funds are recommended if a change of this kind may be intended by any local or regional education board. (A bibliography is included.)