This article seeks to contribute to the recent discussion regarding school finance, teacher quality, and English language learners (ELLs) based on a comparative study within a school district with a significant ELL population. The study described in this article utilizes an exploratory multiple case study methodology to examine the complex relationship between resource allocation (both fiscal and personnel) and educational outcomes for ELL students. This study addresses whether there are differences in resource allocation between a high-ELL, Program Improvement, Title I school and a high-ELL, non-Program Improvement, Title I school within a single district. The study findings show significant differences in the educational resources allocated between the selected schools and suggest that resources (both fiscal and personnel) do in fact impact school outcomes. This study has research, policy, and practice implications related to resource allocation that affect school achievement, equity, and social justice for ELLs. (Contains 2 figures, 2 footnotes, and 5 tables.)