This chapter examines the possible intergenerational transmission of educational disadvantage imposed by immigrant parents having fewer years of schooling than nativeborn parents. The first section compares the educational attainment of three groups of native-born students: those with at least one native-born parent; those with two parents born inside the European Economic Area (EEA); and those with two parents born outside the EEA. The second section focuses on the students’ performance at school. It aims at assessing the extent to which parental background characteristics influence skill scores across the different groups of students. This section also investigates the likelihood of students “succeeding against the odds” and other factors influencing school performance, such as language proficiency and the concentration of disadvantaged students at school. Lastly, the third section compares adult skills in numeracy, reading and problem solving between natives whose parents are also native and natives whose parents are foreign-born.