A growing body of research has investigated how school staff attitudes and beliefs towards immigrant students play a crucial role in their process of integration. However, the literature has consistently focused on the effects of teachers' beliefs on immigrant students' academic achievements, omitting other factors such as the effect on students' social interactions. Based on cases from Chile, this article examines the attitudes, prejudices, and beliefs that school staff have regarding immigrant students and how these images affect immigrants' relationships with their Chilean peers. I relied on 75 in-depth interviews with students and school staff and 46 classroom observations from seven high schools in the Metropolitan Region of Chile. Results show that national origin-based stereotypes shape the way that educators see and understand immigrant students' relationships with their peers. Moreover, these national-based stereotypes directly alter immigrant students' integration with their Chilean peers by reinforcing Chilean students' prejudices towards their immigrant peers and by affecting immigrants' self-identity, confidence, and well-being.