Ireland has recently undergone a sharp increase in the rate of immigration. As more immigrants come to the country, Irish schools have to deal with increased diversity within the classroom, and with the associated problems of integrating children from a variety of ethnic and cultural backgrounds. Chinese children represent a particularly large group within the school system and provide a strong case study for analysing the factors associated with integration and their potential for improving or hindering the integration process. There are many significant differences between education in Ireland and in China, which can lead to a series of problems for ethnic Chinese children in Ireland. These include major differences in the educational environment and the approaches to education, differing curricula, language and culture, and perceived differences in parental expectations. A further key difference is the emphasis placed on religion and religious instruction in the majority of Irish schools as opposed to the broader moral education in Chinese schools. This thesis examines the integration of Chinese children in Ireland, their difficulties and their individual experience in Irish primary schools. The research started in three Chinese weekend language schools, which have approximate 120 Chinese children in total. In the first instance, questionnaires had been sent to the parents. Language and cultural difference were identified as the main difficulties. Follow up interviews were conducted with parents, Chinese and Irish school principals, teachers and language support teachers. The main issues emerging from the Chinese perspective relate to educational environment, curriculum, English language, culture, social interaction and Chinese parental involvement. The main issue emerging from the Irish primary schools relates to the importance of Chinese parents participation and interaction with the schools.