Migrant families struggle to adapt to the social and cultural structure of the country in which they migrate. However, their children have to adapt not only to the new sociocultural structure but also to the school system. Therefore, schools have a key role in the adaptation of refugee children from different sociocultural structures to sociocultural life. This research aims to reveal the problems experienced in the education process according to the opinions of foreign secondary school students. The research was carried out with the qualitative method and case study approach. Data were obtained from semi-structured interviews with 20 foreign students in four secondary schools using the criterion sampling method. Research data was analyzed using descriptive analysis technique. According to the data, foreign studentsencounter problems such as not knowing Turkish, having no interpreters and guiding them during the first enrollment at the school, the courses related to learning Turkish are insufficient and the necessary support is not given. They think that there is no obstacle to their participation in the activities in schools, they are excluded by their Turkish friends when they first come, but they make Turkish friends in time, and they are generally discriminated against and injured in school. They stated that they were able to convey their problems and requests to managers and teachers, and that the managers and teachers were interested in their problems.. They said that they had difficulty in understanding the lessons when they first arrived and that they had been getting help from their families in Mathematics and English lessons. They stated that their families had financial problems and thus had difficulties in supplying their school needs. In addition, it has emerged that majority of the studentswant to stay in Turkey in future.