The purpose of this qualitative study was to explore the implementation of DLP related to student achievement in American Samoa public school system. The problem addressed by this study is the alignment of the current DLP model to the local standard-based curriculum in American Samoa public school system. This study was grounded on Jean Piaget's cognitive and language development theory along with MacSwan and Rolstad's transfer theory, and Rosell and Baker's time-on-task theory. Each theory contributes to understanding the impact of the DLP implementation on student learning. The research methodology used for this research is qualitative case study. The 8 public elementary schools where participants of this study were recruited from are Leone Midkiff, Pavaia'i, Lupelele, Manulele, Tafuna, Afono, Pago Pago and Matafao Elementary Schools. In collecting data, a survey questionnaire was created through Qualtrics focusing on the questions guiding the research. Data collected was analyzed and organized into themes. Findings of this study reflected both positive and negative effects of the DLP implementation in local piloted public elementary schools. Potential implications of the results show the need for the American Samoa Department of Education to further re-evaluate the current Dual language program piloted in elementary schools. DLP teachers are equipped with resources and knowledge to facilitate learning using the Samoan language only, neglecting additional language barrier that the students of other ethnic groups will meet in terms of comprehending concepts taught in another language besides English. Additionally, the need for professional developments that are specifically designed to cater to the academic needs of ELLs served through the DLP. Teachers who are currently teaching the DLP are general education teachers who were not specifically assigned to teach the DLP within the schools they are working at. Professional development training was implemented for these general education teachers but lacked consistency throughout the academic school years. [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.]