The mixed methods study sought to evaluate the elementary ESL/Bilingual program at a public, urban district in Connecticut. The program evaluation included varying data points including LAS Links data analysis, records review, a survey, semi-structured interviews, and field observations. Data analyzed incorporated feedback from two stakeholder groups: building administrators and ESL/Bilingual teachers at the K-5 grade level. An analysis of data measuring the average percent of target achieved for both literacy and oral language development was conducted using a one-way ANOVA procedure to determine the statistical relationship between the effect of the program changes and LAS Links growth. A significant difference was found in the average percent of target achieved before and after programmatic changes. Documents and records provided the researcher with a historical background of programmatic changes and assisted with the development of a logic model for the program. Consequently, the survey and semi-structured interviews provided perceptions between two stakeholder groups regarding the success of the program implementation for meeting department goals and English language proficiency needs of elementary Multilingual Learners in the district. Field observations provided a "window" into ESL/Bilingual classrooms to further corroborate findings. The program evaluation was formative in design and indicated the school district implemented significant programmatic changes with positive results for student growth, with some recommendations for further improvements to support language needs and best instructional practices for Multilingual Learners through the lens of Cummins' (1981) Cognitive Academic Language Proficiency Theory and Vygotsky's (1978) Zone of Proximal Development Theory. [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.]