The purpose of this study was to compare reading scores of students and school systems using the Trilingual process (public charter district) to students and school systems using the Dual Language, Bilingual, and ESL process (public school district). Participants were low socioeconomic status Grade 3 Hispanic/Latinx students. Focused in this research study were data points for low socio-economic status Grade 3 Hispanic/Latinx students in the area of Reading within Texas schools. The limited Trilingualism, or Tri-method, is generally defined to compare effective instructional practices. The data points (End of Year) includes reading data from the State of Texas Assessments of Academic Readiness (STAAR) Reading measure (Texas Education Agency, 2020). Compared in this research study will be a summary based on the state curriculum standards, which are the Texas Essential Knowledge and Skills (TEKS). The research findings will describe the scores between two school systems, one using the Dual language program, Bilingual program, and ESL program and one using the Trilingual program. In this investigation, the researcher uses an archival case study method to compare participants' STAAR Reading test scores. This researcher also investigates the instructional methods of the Dual Language program, the Bilingual program, and the Trilingual program (Meyers, Gamst & Guarino, 2017). Findings: In this research study, the data findings compared students and school systems' data points using the Trilingual process (public charter district) to students and school systems using Dual Language, Bilingual, and ESL processes (public school district). Findings showed the Bilingual District had an increase of data points over a three-year timeframe and the Trilingual District had some growth of data points over a three-year timeframe. Comparison of the Bilingual District to the Trilingual District showed that the Trilingual District performed alongside the Bilingual District. This significant analysis could result from the Trilingual Method and the implementation of Trilingualism in the Trilingual District. Conclusions: The Trilingual program model provides students with opportunities to acquire multiple languages, be immersed in a new culture/environment, and/or develop a desire to learn another language. According to 3rd Grade Hispanic/Latinx STAAR, the scores reflected the Texas Essential Knowledge and Skills (TEKS). The results showed that students adapted to the learning environment that promoted cultural enrichment, language equity, and interactions. [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.]