The individual responsible for spearheading reform for the education of limited-English-proficient (LEP) students in Linda Vista Elementary School (San Diego, California) describes the process, issues, and outcomes of the initiative in this theme issue. Linda Vista Elementary School has a student population that is 77 percent LEP. The personalized account both describes the practices implemented at the school and outlines parameters for reform efforts in other schools serving linguistically and culturally diverse students. After an introductory section giving background information on current reform issues, sections describe the specific context for reform at Linda Vista, define pedagogical premises that apply to programs for LEP students, and identify practices at Linda Vista that underwent reform. These include practices in the areas of decision-making (governance), teaching and learning, administrative organization, and assessment and accountability. Specific examples of each are cited. Contains 17 references. (MSE)