Multilingual learners (MLL) are a large and growing group of disadvantaged students in the United States public education system who come from refugee and immigrant backgrounds and require linguistic instruction, in addition to content instruction. MLLs are entitled to language instruction, and school districts receive additional funding for these services under the Office of English Language Acquisition. However, data and documentation of the quantity and quality of the linguistic additive instructional services have yet to be defined in educational policy. Through this exploratory document analysis study, the data discovered in 30 MLL documentation files in a public education setting were found to be scarce and disjointed. While the files contained a predominant amount of summative assessment data on English language proficiency, there were limited instructional data documenting the quality and quantity of the additive instructional experiences. The findings suggest the need for clearer directives on MLL data documentation and enhanced data documentation variety beyond demographic and summative data sets. Enacted instructional data was amongst the documentation greatly absent from the MLL files, leaving much to ponder regarding the instructional services received by MLLs in public educational settings. Without this data, how can accurate decisions be made about student programming?