The analysis of school systems which, under the assumption of formal equality, do not correct, but rather legitimate, social differences, has a long tradition in educational research. This topic has been broadened and enriched through the discourse of equity. In effect, equity in education pivots on redistribution proportional to the needs of different groups. Achieving this goal requires strategies that improve educational attainment and eliminate all kinds of barriers, both tangible and intangible, relating to educational access. In the case of ethnic minorities and those of immigrant origin, these topics are exacerbated by their conditions of vulnerability. The objective of this introductory article is to present, from the perspective of access and equity, some keys to comprehend the situation of immigrant students as well as possible strategies to achieve higher levels of quality and social justice. (Contains 1 table.)