From classroom teachers to researchers, education professionals have raised questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. This document addresses these questions by looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language. The authors begin with a brief look at some research on language of instruction and literacy programs for English language learners (ELLs). Most of the document describes practices and programs in schools where English language learners have done exceptionally well. It details findings from 49 school principals on nine factors, including school and student characteristics, instructional supports and strategies for ELLs, and barriers to effective instruction for ELLs. The document ends with a consideration of its limitations and implications. Appendices include: (1) School Selection by State; and (2) Survey. (Contains 16 tables and 3 footnotes.)