This article´s purpose is to analyze social and educational integration process of young people of foreign origin in Catalonia, specifically, young people between 14 and 18. In order to meet these objectives we have developed a survey study, using the "social cohesion among young people questionnaire" (adapted from Palou, 2010). 52 schools in Catalonia were involved, constituting a sample of 3,830 young people. Given the nature of the variables were tested contrast Chi-square tests of contrast and non-parametric correlation, since the rate of knowledge of cultural diversity does not meet some parametric assumptions. The results obtained are committed to a concept of integration based on four dimensions: structural, cognitive, cultural, social and identity. In the structural dimension the time spent playing for a more open conception of the normative aspect of integration. Regarding the cognitive and cultural dimensions, we find that the use of Spanish as the common language in all contexts is predominant, although knowledge of the Catalan language is general and cases of bilingualism and multilingualism are common. Also stresses that the vast majority are involved in cultural activities; although only a third part do so in neighborhood activities. In the social dimension of integration, there are no differences between foreign and indigenous youth. However, the local youth are more involved in classroom and school activities, including a certain responsibility, and young people of foreign origin do so in neighborhood activities. Finally, in the dimension of identity only 16% of youth feel from their country of origin. The longer lead young foreigners living in the place of host country, elements such as standards and behavior, lifestyle of the people, the food, clothing and music, lost importance in favor of the elements typical of the host country. However, elements such as religion, popular celebrations, art and the tendency to form couples are more stable identity elements.