This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth grade ELL students (N = 30) from a rural farming community in Central Washington State. The Washington English Language Proficiency Assessment (WELPA) was used as the independent variable for reading, writing, listening, and speaking. The study found a strong correlation between reading and writing and student math scores, and, a correlation of lesser magnitude between student abilities in listening and speaking and their performance on the math assessments. All findings were statistically significant (t-test < 0.05). Results from the study strongly suggest that the achievement gap within our schools today needs to be analyzed and evaluated with the importance of literacy and its impact on all content areas. The results of this study should be used to encourage every educator to recognize the importance of language acquisition strategies for English Language Learners so that students can maximize their potential and successfully transition to their next level of learning.