Youth whose First Language is Not English (FLNE)--an umbrella term that includes English Learners (ELs), youth who have reached English proficiency, and other nonnative English speakers who have never been enrolled in a formal EL program (see Figure 1)--represent the fastest growing segment of the United States public school population. Despite evidence that FLNE students display high levels of optimism and motivation for academic advancement, they continue to have lower achievement and lower graduation rates than the national average. One in five students in Massachusetts is classified as 'First Language Not English' (FLNE). Therefore, a deeper understanding of both the diversity within this population and of young people's lived experience will help schools, districts, and the state provide the most appropriate and effective programs and policies to support them in reaching high school graduation and beyond. The study described in this report used a mixed-methods approach to answer the research questions. The Center for Promise used a combination of quantitative and qualitative methods to gain a fuller picture of the lives of FLNE students than could be gained from using only one method. Through statistical analyses of statewide student-level data for more than 13,000 FLNE students, as well as group interviews with 24 Latinxi young people in five cities throughout Massachusetts, the authors hoped to begin to answer these three questions: (1) What distinct groups within the FLNE student population exist, as defined by clusters of characteristics (e.g., grades, age and EL status); (2) Are some groups more likely to graduate high school than others: and (3) From the perspective of Latinx young people, what are the experiences and factors that contribute to their school persistence or choice to leave? Pursuing answers to the research questions through two distinct, robust approaches produced both lessons learned and new questions to pursue. Overall, the results offer a story that complicates the traditional narrative about FLNE youth in the United States. For instance, the research team found that: (1) There are highs and lows; (2) The journey is complicated; and (3) They came here to learn. Understanding the complexity of young people's experiences, including the factors that appear to drive differences in academic performance for FLNE students, can aid policymakers and practitioners in designing, implementing, and dedicating resources to interventions and supports to help all FLNE students graduate.