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This Master’ s Thesis aims to explore the case of a strategy for the education of students - refugees aged 4 to 15 years, throughout the period 2016 - 2018, milestone years for Greece and Greek society, as the number of refugees and immigrants, following the 2011 Middle East crisis, flows into Europe. The purpose of this research is to present in detail the implementation of the preparatory measure that is being applied and if it contributes initially to the school ΄΄regularity΄΄ of the pupil - refugees and secondarily to their smooth integration into the Greek educational system. Also, to present the compensatory educational measures of previous educational policies on which this policy was based and how they are evaluated. Next, is to estimate if this strategy is based on the principles of Intercultural Education and finally, what factors form an Educational Policy and, in particular, for the education of refugee students. In order to answer the above, is attempted to present in detail the theoretical framework for investigating the research problematic. In particular, there is a review of the policy for the education of foreign - language students in the world and in particular in Greece, since it is compulsorily enshrined in the constitutional law of all nations, until the beginning of the new immigration policy period. All educational models of education, based on the education of foreign language students, the compensatory measures of the host classes and Departments, the principles of Intercultural Education and Refugees and Immigrants Rights, on the basis of which the institution's strategy is formulated of students throughout the years 2016 - 2018, are presented. The approach to research is made by qualitative measurements. Primary data collection, with the help of the «interdisciplinary in - person in - depth research tool», consisting of 21 participating teachers and representatives of various groups involved and the «Focus Group Interview», of 8 participants representing different competencies (Heterogeneous Focus Group). Upon completion of the results, the preparatory measure of the Refugee Education Reception Structure (RERS) contributes to the school ΄΄regularity΄΄ of the refugee pupils and not necessarily to their integration into the Greek educational system. The measures that are implemented and, to some extent, countervail operating are the Host Classes. The above strategies do not make the most of the principles of 8 Intercultural Education. Finally, many factors support the implementation of the Refugee Education Policy. Among these are institutional, political/ state, economic, social, cultural/ linguistic, pedagogical/ scientific, educational and administrative.