This study investigated the psychological process of newcomer children who had entered high school. For this purpose, semi-structured interviews were conducted with nine newcomer children who had successfully entered high school. Interview data were analyzed using a modified grounded theory approach. The results suggested the following. (1) Even though they were successful in the entrance exam, newcomer children once had an experience of losing their motivations to learn due to previous experiences of difficulties. (2) Despite such experiences, as a result of educational and psychological supports provided by the school, family, and community, they were motivated to continue to learn. (3) Collaboration among the family, school, and community was effective for promoting children’s academic efforts and facilitating cultural integration. (4) It was important for parents to encourage their children to make academic efforts by expressing what parents expected from their children through words. (5) And it was necessary to demonstrate parents’ interest by taking part in educational activities. (6) Entering high school might trigger identity formation among newcomer children.