As the number of English Learners (EL) increases, U.S. schools must understand and meet their unique needs. Employing qualitative methodology, the authors sought to understand the academic experience of twelve, 10th grade ELs. Three themes of academic success, perception of the student/teacher relationship, and perception of self, along with multiple subthemes emerged. Key concepts from the themes included the importance of relationship, influence teacher expectations had on participants experiencing academic success or engaging a cycle of failure, and value placed on a sense of agency related to academic experiences. Suggestions for how schools can meet ELs' unique needs are provided.