This study examines Arizona's restrictive language policy from the perspective of English learners (ELs) and reclassified fluent English proficient students who have been enrolled in the structured English immersion (SEI) model. While multiple scholars in the USA have analyzed Arizona's policy impact since its enactment in 2008, none to date have presented a portrait of who the students are or students' perception of the policy as experienced. This study surveyed 1542 students three years post-implementation of SEI. It provides a portrait of the students who have been subjected to the SEI model and presents findings which support other research that students are not exiting the SEI model in the policy's stipulated one-year goal. Findings show that most students are emergent bilinguals who have always experienced an English-only schooling in the state of Arizona. This paper also presents findings on students' attitudes toward their involvement in the SEI model with attitudes decreasing over time. Discussion regarding the status of these students' bilingualism, their overall attachment to school and academic achievement, and long-term identification as ELs is included. The findings presented here support other scholars' critique of Arizona's SEI and concurs that the policy needs to change in order to promote these students' bilingual abilities.