This qualitative research study focused on the eight bilingual, content area high school teachers implementing Project SOL (Secondary Online Learning) in Southern California during the 2008-2009 school year. It documents their effort to integrate an online curriculum from the "Colegio de Bachilleres" in Mexico obtained through the UCLA Civil Rights Project/"Proyecto Derechos Civiles". Factors influencing the implementation of the curriculum in the classroom are discussed, including teacher characteristics and the use of primary language for instruction. Through direct observations of the teachers in their classrooms, interviews, analysis of field notes and survey data, the study reveals how, and to what extent, the algebra and biology teachers were able to integrate the Mexican curriculum into their teaching practices as a means of meeting the academic needs of secondary level, immigrant English Learners. [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.]