Research affirmed that instructional strategies that promote English Language Learners' (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky's sociocultural theory and addressed to what extent Balanced Math instruction affected ELLs' math performance in Grade 1 and Grade 2, as measured by STAR Math. This study examined the extent differences existed on STAR Math Scores and Student Growth Percentiles of ELLs in Grade 1 and Grade 2 based on exposure to Balanced Math instruction in a rural school district located in the Pacific Northwest. The Mann-Whitney U test examined the extent there were significant differences, p < 0.05 of the dependent variable, Student Growth Percentile, based on exposure to Balanced Math instruction. The results of the Mann-Whitney U were not statistically significant, U = 1034.50, p = 0.062, and the null hypothesis could not be rejected. ANOVA assessed if there were significant differences based on the alpha level p < 0.05 of the dependent variable, STAR Math Scaled Scores, based on exposure to Balanced Math instruction. The results of the ANOVA were not statistically significant, F (1,114) = 0.12, p = 0.729, n[superscript 2][subscript p] = 0.00, and the null hypothesis could not be rejected. This study concluded there were no significant differences between ELLs who received Balanced Math instruction and ELLs who did not receive Balanced Math instruction. [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.]