The purpose of the study was to examine the impact of bilingual education and mainstream English instruction on academic achievement, language development, and promotion of third grade English language learners (ELL) in Texas. The non-probability sample consisted of third grade ELLs from three school districts representing one of the following four instructional models: (1) transitional bilingual, (2) dual language 50:50, (3) dual language 90:10, and (4) mainstream English. The analysis of data showed that instructional program differences on the basis of spring 2008 Texas Assessment of Knowledge and Skills (TAKS) reading scores were not statistically significant. The instructional program did impact the Texas English Language Proficiency Assessment System (TELPAS) total language development score; analysis of change scores showed that the best improvement in English language proficiency belonged to dual language 90:10 instructional program, followed by transitional bilingual, dual language 50:50, and English only instructional programs. Analysis of the data showed that the overwhelming majority of the students had passed the third grade TAKS reading and been promoted to the fourth grade. The analysis of qualitative data resulted in three themes, namely, stakeholder perception, program benefits and limitations, and state expectations. Theoretical and practical implications are discussed.