In vocational education, immigrant students need, in particular, more guidance and counseling than native students. This is due to their insufficient general and vocational language skills and different learning cultures and learning abilities. In addition, social and cultural difficulties which relate to schooling and economic reasons complicate immigrants’ vocational training. In this presentation, the study focus comes from teachers’ point of views. Firstly, how teachers see the critical phases of immigrants’ lifelong learning pathways and, secondly, how teachers consider the practices suitable for immigrants of the vocational organization. In brief, the paper introduces problems which could prevent immigrant students’ academic success. The data was gathered by interviewing and observing teachers and other similar staff members. Methodologically, the study is based on content analysis where the aim was to consider not only learning pathways but also multiprofessional cooperation according to distributed pedagogical leadership. The results presented in this paper involve the ENTREE study. They include two kinds of challenges: 1) supporting immigrant students in coping with their daily lives and developing their study skills and 2) finding a balance between immigrants’ individual demands and organizational constrains.