Integration into the school system often represents the first point of contact with the host society for newcomer youth. Their long-term contributions to Canadian society are largely dependent on their experiences integrating into high school. This descriptive phenomenology aimed to develop an in-depth, contextual understanding of newcomer youth’s integration into high school and transition to post-secondary education. Ten graduated high school students, ages18 through 24, who migrated and attended high school in Canada were interviewed. The central research questions include: What factors throughout high school impact participants’ experiences of school integration? And (b) How did participants’ experiences of school integration impact their transition into post-secondary education? Data analysis revealed five structures: (a) school atmosphere; (b) language transition; (c) curriculum; (d) post-secondary decisions; and (e) post-secondary experience. Implications for counselling and practice, as well as, directions for future research are presented as they pertain to the school integration of newcomer youth.