Given the rapid increase of refugee and immigrant students entering U.S. public schools, a clear understanding of student acculturation issues is needed in order to support this specialized, at risk population. This mixed methods study examined the relationship between student acculturation, school support, and the emotional well-being of refugee and immigrant students and provided information for schools on how school supports affect categories of acculturation and emotional well-being of immigrant secondary students. Conducted at two high school newcomer centers within one suburban community with bordering districts in the Western U.S., this study answered the following questions: What is the relationship between acculturation categories and perceived school support for secondary refugee and immigrant students? What is the relationship between acculturation categories and perceived emotional well-being of secondary refugee and immigrant students? What is the relationship between perceived school support and perceived emotional well-being of secondary refugee and immigrant students? A 73-question survey was conducted with 75 high school newcomers, with follow-up semi-structured interviews with eight students and four counselors. The study describes acculturation preferences and how well newly arrived immigrant students adapt within school environments. Results of the study found students and counselors had different perspectives regarding the emotional well-being of refugee and immigrant students. Overall, students reported strong self-esteem and low degrees of discrimination, while counselors had a number of concerns for the students’ emotional well-being. The quantitative and qualitative findings are discussed and recommendations for government agencies and school professionals are included.