This study explores classroom placement for first year English Language Learner (ELL) students from the perspective of a dual language director and two bilingual education strategists. The study strives to interrogate classroom placement for first year ELL students whose language proficiency level is at beginning level. Through a process of coding data from interviews with the two bilingual strategists and the dual language coordinator, several significant themes emerged. These included the need for educators to: have the knowledge of full English immersion strategies, keep a balanced approach in the classroom, be aware of student frustration, understand code switching, and take advantage of professional development. The findings from this study will help school districts and administrators consider classroom placement options for first year ELL students whose language proficiency level is at beginning level.