As the Latino/a immigrant population increases, racial conflict historically understood in terms of Black and White in the U.S. South has expanded to include new contestants in metro-Atlanta public schools. By examining market and sociological competition theoretical perspectives, this study investigates how language assistance resource implementation for English language learners is influenced by supply-demand, school, neighborhood, and political factors. The findings suggest that programmatic decisions about language assistance are driven predominantly by supply-demand factors. However, neighborhood and school racial competition measures also influence the availability of language assistance for English language learners, particularly in terms of onsite language assistance instruction. (Contains 5 tables and 8 footnotes.)