This article examines how teacher's perceptions of students classified as English learners (ELs) can impact the reclassification of these students as long-term English Language Learners (LTEL). Understanding teachers' perceptions will empower them to understand the needs of students struggling with English proficiency and how their perceptions impact student achievement. The conceptual framework for this paper consists of three concepts: (a) historical, political and social influences on ELs, (b) programs for ELs, and (c) teacher expectations. This article study sought to examine classroom level factors impacting some students' ability to become proficient in English. Overall, the findings support that teachers' perceptions are grounded in deficit thinking. Educators may find it useful to interview their own students as a form of self-review process in order to become more aware of their teaching methods and how students internalize the instruction.