Framed within the growing population of English language learners (ELLs) in urban schools, this study examined the learning experiences of bilingual Latino/a students who were taught to serve as on-site interpreters at their inner-city K-8 school in California. Participants in the Young Interpreters Program had significantly higher scores in Reading Comprehension and Paraphrasing at posttest in comparison with their classmates. In addition, interview data revealed students' increased efficacy in their abilities as interpreters and students. The use of an asset approach to educating ELLs in urban schools is discussed. (Contains 1 note, 2 tables, and 1 figure.)