Immigrant students who are forced to flee their home countries arrive in the United States with diverse social, emotional, and psychological needs. While existing research identifies the challenges faced by this vulnerable population, there is limited research on the specific interventions provided to immigrant children who are displaying trauma-related symptoms and the impact on these students enrolled in U.S. schools. The study aims to capture a comprehensive understanding of how trauma-related behaviors may manifest in school settings and how they relate to the diagnostic presentation of PTSD in immigrant children. Secondary data was obtained from the National Center for Educational Statistics 2011 Early Childhood Longitudinal Study. The researcher selected data from the teacher reports on externalizing problem behaviors, internalizing problem behaviors, and self-control scores from the Social Skills Rating System (SSRS). A logistical regression analysis was conducted to analyze the relationship between externalizing problem behaviors, internalizing problem behaviors, and self-control in correlation to immigration status. Contrary to existing literature, initial findings revealed no significant statistical differences between immigrant and nonimmigrant students on these variables. However, when examining behavioral changes over time, significant differences emerged. Immigrant students exhibited a greater reduction in externalizing behaviors compared to their nonimmigrant peers, suggesting that behavioral adaptation occurs over time. These findings offer insights into the behavioral development of immigrant students in elementary school settings to guide the development of targeted interventions that promote a more inclusive and supportive educational environment that enhances their academic, social, and emotional well-being.