This article looks at the diferences and similarities between Spanish‐born andimmigrant students enrolled in the first year of Intermediate Vocational Education(IVET) programmes in Spain. We analyse and compare their sociodemographic andacademic backgrounds, their reasons for choosing IVET courses, their dropoutintention and, finally, their commitment and engagement with the IVET programs inwhich they are enrolled. Data were obtained from a sample of 1,119 students, agedbetween 16 and 18, enrolled in first year IVET courses in the regions of Balearic and Catalonia (Spain).

The sampling strategy adopted was convenience sampling. Among other conclusions, the results point to students with an immigrant backgroundhaving greater financial dificulties and a higher likelihood of having unemployedparents when compared with native ones. Also, immigrant students, mostly chose theIVET programmes in which they are enrolled to improve their employability. Finally,students from an immigrant background reported poorer relationships with teachersand classmates, as well as lower family availability/assistance and higher levels ofschool/academic indiscipline. These results point out the need for ongoingimplementation of interventions aimed at providing greater assistance to immigrantstudents both in school guidance and more support by their teachers. Thisintervention is vital in order to increase the family support in the educational pathwaysof the immigrant students.