This paper presents findings from a qualitative study conducted in fifth and sixth grade classrooms in five public schools in Guadalajara, Mexico, in June of 2009. The goal of the study was to learn about current instructional and institutional practices in a region with high migratory rates to the United States, with the express purpose of understanding the type of school experiences Mexican-born English learners usually gain before entering the American school system. Findings include close teacher-student relationships, a strong respect for teachers, school-wide disciplinary chants and in-class routines in which all students participate, and the integration of Enciclomedia in the classroom.