This study was focused on adult English language learners (ELLs) that described their experiences with language acquisition in an elementary, middle, or high school in the United States. The problem addressed in this qualitative descriptive study was that public schools were unable to handle the academic inadequacies of ELLs as well as the language hurdles the pupils encountered which created a challenge for ELLs. The purpose of this qualitative descriptive study was to explore how adult ELLs describe their experiences with language acquisition process and teaching techniques while learning English through an ESOL program in an elementary, middle, or high school in the United States. This qualitative study will use Cummins' basic interpersonal communicative skills and cognitive academic language proficiency concepts. Twenty-five adults participated in a semi-structured and two focus groups were conducted for the study. The data was analyzed manually using Braun and Clarke's inductive thematic approach. A key finding in the study was learning English takes time, practice, and should not be rushed. Another finding was the need to knowing the foundations of the English language to be successful while they learned to speak, read, and write in English. Teaching to the test instead of teaching skills impedes the learning process for English learners. With appropriate activities, English learners can learn everyday language and read grade level text. [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.]