A study investigated (1) the everyday lives of Latino immigrant students at a large urban high school in the Southwest and (2) the educational program in place for this population. Subjects were 70 Latino students designated as limited-English-proficient (LEP) and placed in the freshman core English-as-a-Second-Language (ESL) program in their freshman year. Most had been in the United States for less than 2 years. The students were followed from their freshman year through the end of their high school experience, with data collected through observation on and off campus, formal and informal interviews with students and staff, and case studies of six of the students. Findings are presented concerning the students' language choice and ethnic identity, the presence of unofficial ESL"tracking" at the school, student perceptions of mainstreaming, characteristics and training of the school staff, students' legal status, and graduation rate. Excerpts from student statements are included. Some conclusions are drawn concerning peer relationships, language choice, student placement, the school's priorities for this group, and the effect of students' legal status on their schooling and retention. Several recommendations are made concerning ESL programs, concerning students' legal status, and further research. Contains 11 references. (MSE)