In Sweden often immigrant students’ failure in mathematics is explained by referring to deficit discourses. To critique that our aim have been to highlight the complexity of the situation in which immigrant students are positioned, by interrogating their perspectives on mathematics homework and the importance of parental support, as well as how their views seemed to have been shaped by wider Discourses. The students describe their parents’ background and education as inadequate, while “Swedish” parents’ backgrounds were considered desirable. With no hope of changing their parents, they seemed to have accepted that they have limited possibilities for achieving in mathematics.