This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a 14-week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior. A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior. (Contains 4 figures and 3 tables.)