For many years English learners (ELs) have lagged behind native speakers of English in the academic community. In an era of accountability, the pressure to achieve and maintain Adequate Yearly Progress (AYP) status is increasing the burden of success on ELs, especially when trying to learn a second language. The population of English learners is growing daily in schools across the country, and schools are under scrutiny when these students fail to meet the standards that have been set forth by No Child Left Behind Act (NCLB), Race to the Top, and Every Student Succeeds Act (ESSA) initiatives. The passing of these laws, contributes to the anxieties of teachers, parents and students because they require that all children are reading on grade level by 2014, and by the time of graduation, students should be college and career ready. Educators are seeking ways to close the achievement gap of ELs. Therefore, the purpose of this qualitative research case study was to explore teachers' and administrators' perceptions of a language acquisition computer assisted instruction (CAI) program, Imagine Learning English, and its impact on closing the ELs' achievement gap of students at schools in the Southeast. A constructivist approach served as a lens to interpret the meaningfulness to teachers and administrators of the CAI program in closing achievement of ELs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]