District leaders have countless responsibilities, from setting goals for the district to monitoring that all implementations run smoothly and effectively. Among them is ensuring the schools they oversee are adequately preparing their students for graduation and life beyond high school. For language learners high school requirements become difficult due to the language barrier. Specifically, due to discrepancies in standardized testing results, meeting test score requirements can be difficult for many in South Florida. Thus, those districts with a high population of language learners face greater challenges. However, there are many interventions that can be put into action to increase language proficiency with newly arrived immigrant students and adequately prepare them for graduation. The purpose of this qualitative study was to determine what teachers need in order to provide for their students and explore what Broward County has done to successfully increase ELL graduation rate over the past four years. Through an analysis of the vast literature and structured interviews of willing participants with large populations of English Language Learners, this qualitative study explored what district and school leaders can do to improve their English for Speakers of Other Languages (ESOL) programs and support their teachers to in turn increase language proficiency and graduation rates of ELLs. The results of the study showed that there is a lack of resources, especially financial, that is causing teachers to feel unprepared to meet the needs of their special student population. [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.]