Unknown is the extent to which restrictions imposed on Latino students' first language undermines their ability to learn and how these limitations impact their attrition rate. The purpose of this study was to describe Latino students' lived experiences of acquiring English as a second language in the academic context. Five Latino students participated in two In-Depth Phenomenological interviews. Verbatim transcribed interviews from this purposeful sample were analyzed to present the essence of their experiences. Findings revealed students struggled with the language[s]; experienced difficulty with the acquisition process; and their native language was marginalized. Nevertheless, participants were optimistic about their future. Several recommendations were made for professionals and for further research examining linguistic complexities experienced by Latino students in school. Appended to this document are the following: "IRB Approval Letter," "School District's Approval Letter," "Letter to the Principal," "Letter from the Principal," "Letter to the Teacher," "Parental Consent Form," "Parental Consent Form (Spanish)," "Student Assent Form," "Student Assent Form (Spanish)," "Potential Participant Demographics Intake Form," "Potential Participant Demographics Intake Form (Spanish)," "In-Depth Phenomenological Interview Protocol/Interview One," "In-Depth Phenomenological Interview (One/Spanish);" "In-Depth Phenomenological Interview Protocol/Interview Two," and "In-Depth Phenomenological Interview (Two/Spanish)." (Contains 4 tables.)