This article focuses on the difficulties encountered by newcomers from diverse backgrounds who come to the United States with the desire to learn English and further their studies. Most of these newcomers sometimes face insurmountable difficulties while trying to learn the new language. In some cases, they hit brick walls and the only negative choice can be dropping out, and ultimately end up being repatriated for being out of status or fade into the society at large as undocumented immigrants. In this study, I will look into specific reasons responsible for the failure of the new comers, and consider possible solutions that learning institutions can put in place to help newcomers succeed in their educational quests. Considering the swelling numbers of English language learners in United States learning institutions, it is of the utmost importance to understand and serve this population in an effective way. This is particularly so with adolescent new comers who enroll in schools in the United States knowing little or no English. The proportion of the adolescent ELL population varies from institution to institution. When they first arrive, they are most likely to enroll in community colleges where they take intensive English classes, and pay less for tuition than in the traditional four years colleges or universities. When newcomers arrive, they come in with varying academic standards which include their ages on arrival, and level of literacy in the native languages. This being true, educators who serve them must do their utmost to help develop their oral, and written academic language skills within the shortest possible time. This is inevitable if they are to succeed in their academic endeavors.