In this dissertation the perspectives of four Mexican adolescent immigrants regarding their English as a Second Language (ESL) classroom experiences are investigated. The examination of their perspectives via the use of ethnographic interviews coupled with one semester of observation illuminates the nuances of their thoughts of their ESL classrooms. Findings include that the students felt they were learning in their classes; however, the content of their learning was questionable. They preferred to be taught more direct traditional lessons including grammar and vocabulary as opposed to participating in sustained silent reading and writing papers. The students also wanted to be challenged and provided an atmosphere where they could better themselves academically and prepare for their futures post high school. Moreover, they were saddened that their Spanish, their mother tongue, had languished under their English only education and therefore were taking measures to improve their Spanish literacy skills.