In Canada and the Netherlands, the shares of non-native speakers among first-generation immigrant students were significantly lower (60% and 65% respectively), whereas the respective shares in Austria and the Netherlands were 76%, and in the United States, 81%. By contrast, in the European peer-learner countries, language was a greater barrier for the academic resilience of immigrant students. In the Netherlands, native-speaking immigrant students were eight percentage points more likely than their non-native-speaking immigrant peers to attain baseline academic proficiency, while in Austria and Germany, they were 14 percentage points more likely.