The incorporation of immigrant students into our schools over the last two decades has been a challenge for the Spanish education system and for teachers, who have had to respond to this cultural and linguistic diversity, as well as to the social and personal aspects, so that all have the same opportunities. In the context of this study, even though various research works show the importance of the family's home language in learning another language, and even in academic success (Cummins, 2002; Oller & Vila, 2011), others point out how the school and the educational system avoid the student's linguistic background (Frame, 2002; Hersi and Watkinson, 2012; Hill, Macedo and Bartolome, 2014; Pickel and Helot, 2014). The essential objective of this work has been to investigate the extent to which socio-familial practices and educational approaches related to the student's cultural and linguistic background have been present in the continuity and educational success trajectories of immigrant students. We draw from a qualitative study conducted in Almeria (Andalusia, Spain) using interviews open to twenty-eight young immigrants of both sexes, who have reached post-compulsory education, and who have a different family language to that used at school. The data collection was complemented by interviews with especially significant teachers in the students' educational career as well as other professionals (mediator, counsellor, school director). The results show that: (1) the cultural and linguistic background of students empowers them both personally and socially; however (2) in the school context, this is practically neglected or results in didactic disorientation regarding teaching approaches; and (3) despite this, their linguistic background gives immigrant children opportunities for personal, social, academic and work advancement.