Immigrant-origin students (i.e., first- and second-generation immigrants) comprise roughly 20% of the US school-age population. Despite growing awareness of a female favorable gender gap in educational performance, quantitative research on immigrant educational adaptation rarely considers whether there are differences in the educational adaptation patterns between men and women. Using a nationally representative sample of 2002 high school sophomores from the Educational Longitudinal Study, the authors examine gender-specific patterns of generational differences in high school grades and investigate racial/ethnic variation in these patterns.