This article reviews research that has examined the linguistic and academic outcomes of at-risk learners in bilingual/immersion programs. Specifically, it reviews research on at-risk students with: disadvantaged socioeconomic backgrounds, low levels of academic or general intellectual ability, poor first language ability, special education needs (including students at risk for or with language and/or reading impairment), and students who speak non-standard varieties of their first language and/or come from ethnically diverse backgrounds, including minority ethnic groups. The article concludes by identifying topics and issues that warrant future research.