In US public schools, linguistic diversity is growing rapidly with an increasing number of students who are learning English. Federal and state policies lay the foundation for language acquisition through (re)classification processes for English Learners (ELs). However, the classification process runs the risk of establishing separate services for ELs with little direct guidance for supporting integration. We present a qualitative case study of a small, suburban district's approach to (re)classification. We explore how the implementation of EL policy shaped the design of services, identification procedures and teacher roles with a focus on their relationship to integration.