Using the theoretical framework of interest convergence, this document analysis explores the legacy of Lau v. Nichols as a gateway to instructional programs for classified English learners in the state of Massachusetts that maintain the hegemony of English as the primary goal of schooling. Findings reveal that interest convergence is an organizing principle for how instruction for classified ELs has historically been organized and delivered throughout Massachusetts as a move both toward and away from English-only instructional policy.