The research is based on the phenomenological study for the district leaders' decision-making on literacy curriculum programs for English Language Learners. The participants of the study are superintendents or district leaders that have a large ENL population they serve. The sampling technique followed was purposeful sampling of Long Island districts in New York with the highest percentages of ELL students. Of the initial list of 100 districts with high numbers of ELL students, the largest 25 ELL serving districts were invited to participate and the first 10 who responded were interviewed. Utilizing virtual conferring platform and an interview protocol which included nine semi-structured interview questions, district leaders discussed their experiences in the decision-making process for literacy curriculum for ELL students. The findings revealed that district leaders used a rubric, data, and a theme of experts as their mechanism or tools to make decisions on literacy curriculum for ELL students. It was revealed that district leaders relied heavily on word of mouth, self-research via technological platforms such as "google" and attended workshops and conferences to gain access and make decisions on various vendors of the literacy curriculum for ELL students. Additionally, district leaders evaluated the success of their decision-making for literacy curriculum for ELLs through the pre-packaged curriculum assessments, meeting with stakeholders, and assessing three times a year for progress. Overall, many district leaders have teams they had organized based on their perceptions of who was best equipped to guide this decision-making. Finally, this study recommended policy which included training for district leaders to better understand the communities they serve, require authentic assessments for students to truly gauge their backgrounds and allow the literacy learning to build on that background knowledge, and involve more inclusive board members that include families and students they serve. In terms of recommendations for practice, first was the need to train district leaders on how ELLs learn best, then the need to pilot a literacy curriculum for ELL students before rolling it out at a district level. Recommendations for further research included the unpacking of district leaders' own cultural bias and investigating the needs of the community being served. Overall, expanding the scope of the study across more districts would provide further insight and data on what factors must be taken in consideration when district leaders select their literacy curriculum for ELL students. [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.]