This research is the result of time spent on school campuses, working in classrooms, observing lunch areas and student quads, and interviewing students. We tried to determine how or whether English learners had opportunities to learn with and from native English speakers, as well as whether both groups were aware of the presence of each other on campus. The study highlights schooling experiences of English learners from students' perspectives. It addresses the critical need to develop policies and practices pedagogically grounded in multicultural education, transformative and action based. Students who are learning English define themselves, and are defined by others, by the language they speak. (Contains 2 figures, 1 table and 1 footnote.)