The last several decades have made clear that large numbers of immigrants still see America as a land of opportunity--and this influx of students has had a strong impact on the K-12 educational system. Most of the million-pupil increase in the public school population in the decade between 2001 and 2011 is due to the increase in English language learners, both those born in this country, whose home languages are not English, and school-age students who immigrate to the United States (Aud et al. 2012). In addition, the U.S. government has expanded the localities that serve as refugee resettlement sites (Patrick 2004). All of this population growth taken together means that more schools and school districts serve students with a variety of home languages and who are new learners of English. Newly arrived immigrant students at the high school level, also known as late-entry students, present a particular challenge--in addition to learning English, they need to learn more complex content than younger students. But high schools serving late-entry English language learners also have a tremendous opportunity to build on the incredible resources that these students bring. In 1985, a group of educators in Queens, New York, faced with the challenge of educating newly arrived secondary students, set out to create a new approach to educating immigrants in a new small school, International High School at LaGuardia Community College. Knowing that in the United States, immigration often carries a stigma, the school chose to name itself "International" to confer prestige on the students they serve. Since then, another sixteen small schools and one small learning community have re-created and built upon this approach. This article will present some of the unique features of the Internationals approach. One especially important feature of the approach is that practitioners have led its development and continue to share and learn together across multiple schools, contexts, and geographies.