It is ironic that the population of students on which educators have the most surveillance, either through ubiquitous video cameras or through the vigilant presence of probation officers, have been the most invisible in many educational practices. English learners who are incarcerated youth and attend county court schools throughout California are less likely to receive instruction from teachers who are trained on research-based best practices to help EL students acquire English. In this article, the authors discuss how court schools have stepped up to the challenge of providing safe and secure classrooms while offering rigorous academic instruction.