This research aims to explore whether the “Céad Míle Fáilte” (a hundred thousand welcomes) as a popular greeting has been the reality for the immigrant parents as they navigate the Irish educational system and the primary schools which their children attend. It also considers whether newcomer parents are being welcomed into primary schools and recognised as a group who may be experiencing cultural and linguistic barriers which militate against their involvement in their child’s education. Bourdieus’ work on capitals (1986) is used to examine the linguistic, social and cultural barriers which make it more difficult for immigrant parents to become involved in their children’s education. An explanation of systematic prejudice is proffered in the context of Ireland’s postcolonial legacy. Misrecognition of this group of parents in schools and in the community is discussed, and it is asserted that a lack of immigrant parental involvement serves to place newcomer children at risk of educational disadvantage when compared with their indigenous peers. Semi-structured interviews with the participant mothers show a deficit of provision due to the lack of political status of the Eastern European mothers when compared to the assistance provided to the African mothers, all of whom came to Ireland as asylum seekers. An urban - rural divide is also evident in the reported ease of contact and communication with teachers and schools. It is asserted that many challenges experienced by immigrant parents could be alleviated if political will extended beyond the provision of English language support. Relationships between schools, communities and immigrant parents must be improved, and parents welcomed in a new manner, with the acknowledgement that, without their involvement in their children’s education, the children cannot flourish in the same way as their non-immigrant peers.