The study found that students who attended the lower track schools reported more negative views of foreigners. Family education background was related to students’ attitudes toward foreigners above and beyond school track association; within each education track, students with better-educated parents reported more tolerant views toward foreigners. It is plausible to assume that more educated parents held more tolerant views toward foreigners, which influenced their children. Classroom climate also apparently influenced students’ attitudes toward foreigners at the individual level. Students who perceived their teachers as treating them in a fair manner reported more tolerant views of foreigners. On the other hand, the experience of higher levels of achievement pressure was associated with more intolerant views of foreigners. These factors were apparently more predictive of attitudes toward foreigners than perceptions of foreigners shared by classmates. The findings suggest that teachers who treat students fairly and cultivate a more relaxed, less oppressive learning environment contribute to more tolerant attitudes toward foreigners among their students. A total of 1,309 (48 percent boys) students who were attending 6th, 8th, and 10th grades were included in the study. Formal achievement-based tracking characterized the organization of the schools in this Federal State that offers two major school tracks, a high college-bound track and a low track. This tracking starts after fourth grade. As part of a standardized questionnaire, items measured students’ intolerant attitude toward foreigners; classroom climate indicators (fairness in the classroom, open climate for discussion, achievement pressure, and relationships among students); and student background characteristics. 4 tables, appended items that measured various variables and equation for multilevel analyses, and 57 references