Due to an increased number of newly arrived immigrant students the federal state Berlin established German language classes, that mainly focus on German language learning in order to prepare the students for their transfer to a mainstream classroom. The organization of these classes differs between the districts. In a comparative case study the educational situation of newly arrived immigrant students in German language classes in two secondary schools in two different districts was analyzed. Semi-structured interviews and observations revealed how German language classes in both schools and districts work and how the stakeholders involved perceive this situation. By comparing these cases the complexity of the issue became apparent. It is not the organization of classes that impacts the educational situation of newly arrived immigrant students most, it is rather a complex set of factors. Furthermore the German language classes’ focus on language learning and integration is difficult to pursue in any of the systems under examination since one often outweighs the other. Therefore I argue that a new strategy for the education of newly arrived immigrant students has to be created in order to ensure both language learning and integration as basis for a successful education pathway in Berlin.