In this article, it is proposed that systematic attention to certain characteristics of newcomer immigrant students' identity construction could enhance the premises of the field of multicultural education in the United States, with immigrant-responsive insights. Elements from the scholarship in the sociology of migration, which attend to critical elements of immigrant identity development, are borrowed for this purpose. These are the constitutive role of relocation, the multifaceted character of identities that transcends the home-host cultural divide, and the future-orientation of immigrants' identity. The ways in which these areas inform 3 key dimensions of multicultural education are discussed. It is proposed that systematic, continual, and dynamic attention to the needs of newcomer students is essential for their academic and social integration and success. (Contains 3 footnotes.)