The study assessed the effects of home-country education on the occupational integration of a sample of 82 male immigrants from Spanish American countries in the District of Columbia. The approach was to conceive of the occupational integration of immigrants as a specific case of status attainment. A model of occupational integration described by status variables was tested by path analysis. The variables, in order of importance, which had the greatest direct effect on the current United States occupational status were: (1) first United States occupational status, (2) first home occupation, and (3) education (attained in the home countries). When English proficiency was added to the model, education no longer had a significant direct effect on current occupation. Thus, home-country education is related to occupational integration through first home occupation and English proficiency. It was concluded that the more immediate concerns of previous occupational experience and English proficiency dominated the immigrant job market "negotiations" while education had an indirect influence. Models of status attainment for the sample and non-immigrant population were also compared. (Author/EA)