This article describes process and outcome evaluations of a blended Cyber ESL program for native Spanish speakers in Chicago who could not use regular ESL classes. The outcomes measured against before and after scores and several comparison groups showed large gains in English language proficiency. 58% percent of students from the cohorts which took the appropriately normed English tests advanced at least one grade level and 31% advanced two grade levels in a sixteen-week course. Focus groups with students revealed large satisfaction with the course. The students had a wide-age range of characteristics but the majority were women and from lower-income households. The results showed an advantage for combined online and in-person tutorial approach over just class-room or just online approaches especially for certain students. Forty-one million U.S. residents are native Spanish speakers. An innovative approach to improving their English is a major contribution to their integration into the economic mainstream. [This research was carried out under the auspices of the Center for Urban Research and Learning at Loyola University of Chicago.]