This phenomenological narrative study investigated the successes of eight Generation 1.5 high school seniors on the Exit state assessment in English language arts in Texas. These eight participants represented three difficult ethnic cultures, Hispanic, Pakistani and Turkish; within the Hispanic cultures the countries of Mexico and El Salvador were represented. The participants told their stories of successes as they learned English and participated in the Texas State Assessment, TAKS. The following common themes emerged: challenges included lack of English spoken at home and difficulty communicating. Contributing to the student successes were a feeling of respect, pride in their heritage, and the support of teachers or school, family or friends, and American TV. Findings from this study emphasize the need for the school and the home to provide opportunities for G1.5 students to learn and speak English. [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.]