Eastern European immigration to Portugal is a recent phenomenon. Within the last decade, economic migrants from Ukraine, Moldova, Romania, Russia set up complementary/language schools across Portugal. No academic attention has been given to the phenomenon of complementary schools in Portugal, whilst there is a growing interest in and beyond Europe in the ways they serve as cultural and political sites for identity negotiation, structures for social capital formation in the immigrant community, contributing to upward mobility, educational and professional success for minorities. This paper addresses this gap in knowledge and contributes to the wider international research through mapping of the population, purpose, values and practices of Ukrainian complementary schools in Portugal, where Ukrainians constitute the 2nd largest immigrant group. The paper draws on observations, interviews with students (aged 12-16) and teachers, parents, and a student survey conducted in 7 schools. The findings are presented in terms of three questions: what are Ukrainian schools like? (organization, ethos); who attends these schools and why? (pupils’ characteristics, and pupils’/parents’ views on education); and what is taught there and how? (with particular focus on culture and identity formation). The paper highlights the socio-political implications arising, raises issues for education policy and practice.