The purpose of the study was to examine the ELL and non-ELL students', guardians', and the English as a second language (ESL) teachers' perceptions of student-led conferences. Specifically, the study examined if ELL students' and guardians' preferences were similar to non-ELL students' and guardians' preferences for student-led conferences as well as ESL teachers' perceptions of student-led conferences. The sample included 97 consenting guardians, five ESL-certified fifth grade teachers, and 90 students from five fifth grade classrooms. The student and guardian participants were given parallel surveys to ascertain their perceptions of student-led conferences. The survey data were analyzed with the two one-sided significance test (TOST) technique. Additionally, 90% confidence intervals were constructed and analyzed to verify the results. Six of the nine student survey questions resulted in statistically equivalent perceptions between the ELL and non-ELL participants. Three of the six survey questions address student relationships with guardians; the other three relate to an improved sense of self-awareness. Four of the ten guardian survey questions resulted in statistical equivalency. Interviews with the teachers were conducted to ascertain their perceived perceptions of student-led conferences. The interviews revealed the teachers had a favorable SLC experience and perceived the SLC process to be beneficial to the students, guardians, and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]