The present study examines the effect of studying in schools of different levels of religiosity on academic achievements of first‐ and second‐ generation immigrant students from English‐, Spanish‐, and French‐speaking countries in Israel. The sample included 52,043 students who completed twelfth grade in 2011. The findings of the Israeli case study indicate that choice of school based on religiosity interferes with the educational achievements of immigrant students. In spite of high socio‐economic background of immigrant students, those who were enrolled in religious schools were less likely to earn matriculation certificates, as compared to those attending other types of schools.