This capstone dissertation inquiry project focused on the underperformance of English language learners (ELLs) at a high school. The Clark and Estes' (2008) gap analysis model was the analytical framework used to conduct this inquiry. At the request of the school, the inquiry focus was on gaining a better understanding of the underachievement of ELL students as measured by standardized tests and grades, reclassified to fluent English proficient rates, and student eligibility to a four-year university, which ultimately became the focus. This study identified root causes and suggested research-based solutions, specifically developed to increase the number of Trojan High School (THS) Latino ELLs who would be eligible for acceptance to a four-year college. The research team acted as consultants to THS leadership, reviewed relevant research, conducted interviews, reviewed achievement data, assisted school officials in administering surveys, and hosted a parent focus group. The gap analysis process focused on the identification of root causes and possible solutions around three dimensions of performance gaps: knowledge, motivation, and organizational barriers. Each team member identified and studied two root causes and offered research-based recommendations (Jimenez, 2013; Morris, 2013). The root causes addressed in this study comprised of perceived affordability of four-year universities and the matching of grade expectations and motivation to grades earned. Research-based recommendations are discussed and because they are only relevant to the unique context of THS, caution should be exercised in applying the findings from this project to other school sites. [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.]