This study aims to produce new and useful ideas by examining language teaching for immigrantstudents in other European countries. Program implementations, material development studies, teacher trainingand administrative structures in the countries with the most immigrants in Europe are examined. As a result ofthe examination, different applications are found. The main reason for the differences is the fact that immigrants differ in their origin, ages and reasons for their arrival in the host country. Another finding in the study is thatthe most effective and productive method of immigrant students' language learning process is language teaching by including structured education directly in classrooms specifically for immigrant students or inschools instead of in language teaching facilities. The curriculum to be applied in language teaching should beappropriate to the classroom achievements related to the age of the student. A single program will not besuitable for all age and class levels. Perhaps the most important element of language-teaching is the training ofthe teaching staff. The teaching staff should be equipped not only with the knowledge of Turkish but also withthe ability to work with and understand students from different cultures.