At the end of every school year, particularly as students move on to middle or high school, educators throughout the nation face the same question: To reclassify or not to reclassify English Language Learners (ELLs)? The reclassification decision is tricky because it sometimes feels as if there is an inevitable tradeoff between specialized support, on the one hand, and full academic access on the other. This article explores the complexities in the reclassification decision. It specifically focuses on important recent research findings to help guide the decision-making process for ELLs whose English language proficiency (ELP) scores are right on the cusp between qualifying and not qualifying for reclassification. Students on the cusp could possibly be reclassified and placed in mainstream classes with mainstream students, but they might have some needs that would interfere with their ability to succeed in mainstream classrooms.