The purpose of this qualitative, multi-case study was to explore the perceptions of administrators in an urban border district in deep South Texas. This study gleaned the perceptions of administrators with regard to best practices in early literacy success in underrepresented groups of students, namely English Language Learners (ELLs), in an urban border district in a deep South Texas. The researcher, as the human instrument, focused on a variety of data collection sources from administrators' responses to questions, field notes, audiotaped interview sessions, and observation notes. Four key themes emerged from the data contextualized in an overwhelming sense of urgency on the part of the administrators. The findings from this study have the potential of leveraging educational decisions for educators, policymakers, and practitioners who may be concerned about improving the literacy achievement gap for ELLs by the end of 3rd grade.