Immigrant families' educational investments are analysed through their aspirations and practices used to facilitate children's education. Using French representative quantitative surveys, this research compares immigrants with native French for similar social class, and also migrants, such as Portuguese and North-Africans. Taking into account the migratory process shows the heterogeneity of immigrants. Results reveal the strength of aspirations associated with migration, and the gap between aspirations and investments, due to parents' resources and means. However, school is the object of specific attention. Two kinds of expectations appear: North-African families expect long studies in secondary school for their children, while Portuguese families prefer short studies, in technical fields, to access quickly the labour market. Immigrants' children transition from school is analysed in the pursuit of investments and appears as the missing link between diverse studies of transition
