Studies focusing on the formal education of immigrant children (e.g., Portes & Rumbaut, 2001; Inglis & Manderson, 1991; Barrington, 1991; Kolev, 2004; Hawkins, 1991; Lindo , 2000) have shown that curriculum and school environment (i.e. student body composition, faculty, staff, etc.) have a significant impact on immigrant students' selfimage, academic performance and subsequent life chances. Grounded in these empirical studies and rooted in theories of integration, immigrant education policies, immigrant and involuntary minorities, the present paper has the objective of exploring the extent to which the Spanish education system has responded to the recent influx of Moroccan immigrant children. More specifically, through the use of surveys distributed among students and teachers at schools in Barcelona, the paper examines the degree to which school environment and curriculum of Spanish primary and secondary schools have incorporated the notion of integration as a two-way process, i.e. affecting both newcomers and host societies. The study and its findings suggest that curriculum and school environment can have serious implications not only for the integration, but also for the social mobility of Moroccan immigrant children at Spanish schools. The ultimate goal of this study is to contribute to the existing scholarship on immigrant education and integration as well as to highlight ways in which the curriculum and school environment could provide effective intercultural education and adequately prepare both native and immigrant students for life in a multiethnic, multicultural, multiconfessional society.