Using a case-study approach, this inquiry examines the perceptions of 10 immigrant students regarding the ESL program provided at the high school they attended for three years. Their achievement outcomes and the ESL program design at this school have been the topics of previous publications; hence the quest for explanatory insights from the students' perspective. The orienting questions of this study relate to the students' understanding of the development of English language proficiency and their perceptions of the programmatic supports that made this possible. Findings suggest that trust is the overriding theme that determines whether or not students (and their parents) will support the program, but this is closely linked to academic outcomes/educational success. The specifics of the instructional paradigm on which the program is predicated are less of a concern. The teacher is the key in providing for the needs of these students and engendering the sense of trust that is essential if ESL learners are to benefit from ESL programs.