Programs and policies related to the education of long-term English learners (LTELs) at the secondary level are often based on the belief that fluency in English is the primary, if not the sole, requirement for academic success and college and career readiness. This case study investigates whether LTEL students are accessing Linked Learning/California Partnership Academy pathways to achieve the goals of the Common Core State Standards of college and career readiness. Results indicate that conflicting language development policies at the district and site level impede access to programs that offer college and career readiness skills.