The integration policies in some Northern European countries display relatively poor outcomes of passed exam rates for immigrant language training, and several groups of immigrants have very low employment rates. These measures, in many countries, are strong incentives for host-country language acquisition in addition to the obligation to document acquisition in order to gain a permanent residence permit. Adult educators need to put more teaching intensity into the education of immigrants to raise the level of host-language achievement. This paper explores the antecedents of teaching intensity, induced by educators, in the teaching of adult immigrant students and estimates the relative strength of adult educators' work in order to understand significant factors within the schools. The methodology involved a cross-sectional survey of 764 adult educators from schools for immigrant training in Norway. Our study underlines the importance of relational trust between leaders and adult educators, as well as the significance of social exchange perceptions in adult educators' efforts to teach immigrant students. Clear leadership seems to play a more minor role in the instruction of the immigrant population. (Contains 2 figures, 2 tables and 19 notes.)