This chapter examines how the California Educational Reform Movement of the late 1990s, and recent policy changes, have had a detrimental effect on English learners who comprise more than one fourth of the state’s school-agepopulation. TheBTSA-ELLProjectwasdeveloped for use throughout the state. After 3 years of successful implementation, the BTSA-ELL Project was not adopted by the state for English learners and their teachers. This article cites the need to reconsider how California’s Educational ReformMovement addresses the needs of English learners.