English language learners are a diverse and fast-growing segment of the student population in the United States. Faced with the double challenge of keeping up with grade-level content while learning English as a new language in a new culture, many of them struggle. This article presents data from a three-phase qualitative study designed to learn about the most prevalent pedagogical and institutional practices in public schools in México, the largest source of immigrants to the United States. The study sought to answer the following overarching questions: (1) What are the most prevalent current teaching and institutional practices in Mexican schools at the senior high school level? and (2) What can we, educators in the United States, learn from these practices to facilitate the school experience and academic performance of Mexican-born students in US classrooms? Findings reported here correspond to the last phase of the study, which took place at two public senior high schools or preparatorias (US grades 10, 11, 12) in Guadalajara, Jalisco in 2011. These findings include (1) interactive lectures across content areas and grade levels, (2) warm relationships between teachers and students, (3) minimum infusion of technology in the classroom, and (4) discipline with dignity. New insights from this study contribute to the limited existing knowledge about the school culture typical of Mexican classrooms and can facilitate the work of US high school teachers as they design and implement instructional practices that help Mexican-born students adjust to the cultural norms, routines, and expectations of American classrooms.