The purpose of this study was to determine the perceptions of principals and Hispanic parents of English language learners about the school experience of their students. Through collecting stories (narrative) of their children's school experiences, I was able to determine that the key perceptions of principals and Hispanic parents focused on their dual responsibilities and limitations at home and at school. These responsibilities and limitations have both positive and negative effects on the schooling experience of students.

Data were collected by conducting open ended interviews. My goal was to allow the untold stories of the participants to provide the perspectives of schooling experiences that a standard interview session might not have been able to capture. Narrative inquiry was the research methodology used. There is an urgent need for the narratives of parents to be heard, to help urban educators and policy makers embrace the dichotomy of students' home cultures and students' school cultures (Auerbach, 2002). Narratives were then transcribed and coded in order to identify major themes. The resultant themes that emerged were: home-school expectations, communication barriers, and sense of community.

Schools that tap into the strengths of their students, parents, and communities will build an additive school model (as opposed to a deficit model) that will reap benefits for generations to come. More importantly English language learners who have positive school experiences achieve greater success and experience a higher graduation rate.