The purpose of this study is to examine the relationship between school library use and academic achievement of Hispanic students. This study utilizes data from the base-year and the first follow-up of the Education Longitudinal Study: 2002/06. A series of hierarchical regression analysis is incorporated to examine the nature of associations among the variables in this research. The results indicate that Hispanic students' school library usage for class has a positive relationship with academic achievement, while their library usage for entertainment has a negative relationship with academic achievement. However, effect size of the students' library usage on academic achievement is greater for Spanish speaking Hispanic students than for English speaking Hispanic students. Implications for researchers and practice are discussed.