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This qualitative study examines the transition challenges facing immigrant Somali students entering U.S. public high schools and some of the teaching practices and strategies that have been successful in reducing the challenges facing Somali high school students. The two key research questions examined were (a) what dominant transition challenges have Somali students faced at Green High School (pseudonym) and (b) what best practices in reducing Somali transition challenges can be identified at Green High School? This study also sought to identify possible connections between the study´s findings and Cummins´ (2001) "Framework for Intervention." Considerable challenges facing Somali high school students are documented in this study. Resource shortages, transportation shortages, too little time for high school Somali students to catch-up in English language acquisition and core academic subject content knowledge, reductions in tutoring support, and a lack of outreach programs to the Somali community. There are also good teaching practices, supportive curriculum, and programs that were supportive of academic success for Somali high school students identified.

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Gary Melton graduated with a BS from the United States Military Academy in 1975. He earned an MA in Counseling from Webster University in 1977, and in 2013 a doctorate in Educational Leadership from Seattle University. He is a career educator and passionate about supporting the success of immigrant refugee students in secondary public education.

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