The proportion of California's limited English speaking students is increasing rapidly. Language minority students represent more than one-third of all students in California public schools. The most central educational outcome for these students is English proficiency. Research varies on how long it takes for students to become English proficient, and some data indicate that even the most successful English learners may not master the levels of English required in advanced academic settings. Two issues dominate current concerns about educational opportunities for English learners (instructional programs and teacher quality). There has been considerable controversy over the nature of programs provided to English learners in California, focusing on whether instruction should be in the native language while learning English or simply in English. California passed Proposition 227, which requires a one-year English immersion program rather than native language instruction. Early indications of the impact of Proposition 227 suggest that most children will not transition successfully from structured English immersion to mainstream English classes within one year. California offers two primary teacher credentials to address English learners' needs: the Cross-cultural, Language and Academic Development (CLAD) credential and the Bilingual CLAD credential. California faces many challenges to improving the education and learning outcomes of English learners, and future success of current reform efforts will be impacted by its ability to successfully meet these challenges. (SM)