The English Language Learner student population is on the rise in the United States. There are more students than ever entering school with a language other than English as their primary language. There is an inconsistency in the delivery service (pull-out or push-in) as well as a variety of pedagogical practices used to instruct students in literacy practices. While there is pressure to teach literacy proficiency to all students, the research is not conclusive on what delivery services and pedagogical practices are being used in classrooms. The purpose of this basic qualitative study was to better understand the prevailing type of delivery services and pedagogy used when teaching literacy to English Language Learners using the Missouri Assessment Program in English Language Arts subtest in Grades 3 through 5 as a measure of proficiency. Two themes emerged from interviews: structure and pedagogy. The data showed there were structures in place including, a combination of pull-out and push-in delivery services and small group instruction. The pedagogical practices included vocabulary. Findings revealed that high performing schools had a long term commitment to English Language Learners, had districts that supported teachers and students, and had a strong emphasis on a student centered approach. Teachers within high performing schools had a general positive attitude about their work, with strong collaboration among teachers and with students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]