This qualitative, phenomenological study investigated the perspectives of successful Limited English Proficient (LEP) students along with their parents and teachers. Narrative inquiry was used to collect data and template analysis was used to triangulate trends. A purposeful snowball sample of six 4 th grade students that have been identified as being successfully exited from ESL services were utilized for the study. The students were selected from three small West Texas school districts. There were three boys and three girls. Spanish was five students' native language while Vietnamese was one student's native language. Parent and student interviews were done separately. Information gleaned regarding parent involvement and student expectations was meaningful. [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.]