With the vast increase of English learner populations enrolled in schools across the United States, there has been significant attention being placed on educational practices to best serve the needs of EL students. This awareness has been due to the widening proficiency gap between EL students compared to their native English-speaking peers. Current research being conducted is geared toward best practices for educators to help meet the needs of EL students instructionally. However, there is no research geared with the aim to listen to EL students who have made significant academic growth, to hear their voices, to determine factors they consider aiding in their academic success. This qualitative study investigates factors EL students identify as contributing to their academic achievement and reading growth. Semi-structured qualitative interviews were conducted amongst EL students from four different urban and suburban school districts across the state of Idaho. Themes from these interviews found that EL students identified key factors contributing to their overall educational success. Support and guidance from their school, teachers, and family fostered a place of belonging where EL students felt confident to take risks to improve their content knowledge and proficiency in learning the English language. Exposure to reading text of choice, engaging in content with subtitles, and enrollment in classes specifically designed for EL students contributed to their achievement. Lastly, EL students identified their own internal drive to want to succeed added to their academic growth and success. [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.]