Academic and social problems of the children of migrant workers are compounded when these families remigrate to their home countries. This study explores patterns of Greek remigrant children's social adjustment and integration in Greek public schools after their families' return to Greece, principally from the Federal Republic of Germany. The social adjustment level of migrant children is defined using the perspectives of teachers, peers, and self; teacher-, peer-, and self-rating instruments were used. The study advances the following hypotheses: (1) Greek remigrant children experience more social adjustment and functioning difficulties than local children; (2) the length of stay in Greece after remigration constitutes a critical factor in the nature and severity of the children's problems; and (3) language competence is an important variable in the adjustment process. The sample consisted of the following groups of fifth and sixth grade students: (1) "early-return" students who had returned to Greece in 1984 or before; (2) "late-return" students who had returned during the last two academic years; and (3) a control group of classmates of the remigrant students. Late-return and early-return students were found to have varying inter- and intrapersonal difficulties with social isolation and adjustment, suggesting that these students should be recognized as distinct groups with special needs. The study includes 8 tables, 1 figure, and a list of 17 references. (AF)