In this article, the author discovers the cultural challenges and rewards of starting a center for English for speakers of other languages (ESOL). When she became the principal of a middle school outside of Baltimore, MD, she learned that her first year would also be the school's first year as a middle school English for speakers of other languages center for the northern half of their large, metropolitan district. She arrived midsummer to meet with faculty members who had received only one after-school orientation session about ESOL students and were curious but wary of the ESOL program. Her concerns about starting an ESOL program was eased when teachers from other ESOL programs in the system volunteered their time to help get their ESOL program started. This began a process that would stretch and alter the minds, hearts, and perceptions of their students, faculty members, and administrative staff members as they struggled to provide a worthwhile school experience for the non-English speaking students who entered their school. Learning to see the world through the eyes of others, they come to understand that they are far less culturally neutral than they previously believed. This forces them to reexamine notions that they have always assumed were givens. The author also offers advices to other principals who are struggling to offer an excellent academic program to ESOL students and the mainstreamed students in their school.