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This article aims at a further understanding on the role of formal language education in immigrants’ inclusion and identity redefinition in a new society. We analyze adult immigrants’ perspectives on education in Icelandic as a second language (ISL) by conducting a cross-analysis of a survey and various ethnographic studies. Many immigrants in Iceland report dissatisfaction with language courses and prefer to have courses better tailored to their practical daily needs. Teachers are evaluated positively, but curricular utility, concerns about in-class evaluations, unevenly prepared student cohorts, lack of opportunity to use class knowledge in further education, and a lack of availability of courses in rural areas are mentioned as challenges. This indicates that ISL education does not fulfil its “dual purpose” declared in the 2007 Icelandic immigration policy: Strengthening the position of Icelandic and speeding up immigrants’ integration. We make suggestions for further development of ISL education based on learners’ perspectives.