This research captures the experiences of high school graduates who were labeled English Learners while they were enrolled in a public high school in the greater Sacramento area of California. The study examined what these bilingual high school graduates report as beneficial and detrimental experiences faced while completing the course requirements for high school graduation. This study builds on research that includes secondary classroom teachers and their perceptions of English Learners, classroom teaching and learning, and experiences of emergent bilingual students. The study expands the body of research and informs praxis pertaining to supporting emergent bilingual students as they attempt to learn English while also navigating high school graduation requirements. The researcher recorded, transcribed, and coded testimonio interviews from five recent high school graduates who were labeled newcomer or ELPAC Level one English Learner students when they enrolled in high school. The results of the study show that positive relationships with teachers and peers improve classroom engagement, sense of belonging, and encourage high school graduation for emergent bilingual students. Experiences that negatively impact emergent bilingual students' ability to complete coursework includes dismissive teacher attitudes and exclusionary classroom behaviors. [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.]