Within California, there are high numbers of Multilingual Language Learners (MLLs) that populate California public schools that require special programs and services to ensure their academic, language, and social success. According to the Public Policy Institute of California (2023), nearly 25 percent or 1.4 million of the students in California public schools are MLLs. Santibanez and Umansky (2018) noted in their research that 38 percent of California students enter the school system as MLLs and that these students perform well below average based on state test results and high school graduation rates. For many of the MLLs enrolled in California public schools, they are not achieving at rates equitable to their English-only counterparts. This study was designed and used Ground Theory and Convergent Parallel Mixed Method Design to identify actionable steps that, if implemented, could increase the academic, language, and social success of MLLs in California public education. The study also explored the optimum factors needed for MLL teacher-student interactions to be efficiently maximized regularly. Guided by two research questions, the study found three significant findings centered around providing required regular protected ELD instruction to MLLs, prioritizing parent engagement, and the lack of professional development and training for educators providing direct instruction to MLLs. These findings contribute valuable insights for educators, families, and students of MLLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]