The purpose of this study was to provide an insight into how former English learners' educational experiences allowed them to attain English language proficiency and meet grade level standards in English Language Arts. This study was informed by the theoretical frameworks of Albert Bandura's social learning theory, and Lev Vygotsky's sociocultural theory, as they pertain to English learners. The data collection procedures included student semi-structured interviews, elementary school principal semi-structured interviews, and review of site documents such as student work samples, report cards, attendance records, discipline records, state standardized test scores, Measure of Academic Progress (MAP) assessment scores, and English language assessment records. Moustakas' 7 Steps model was employed to analyze the data. The findings from this study revealed that RFEP students who are reclassified during their elementary school years have clear opinions as they relate to their educational experiences. Their collective perceived ideas painted a picture of strong, confident students who value their education, and their parents' involvement in their school activities. The findings also found that RFEP students encountered language and academic barriers while striving to reach reclassification status. [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.]