Decision-making about English as a Second Language (ESL) programs is especially challenging in educational contexts where a rapid influx of an English language learner (ELL) population has immigrated into a community that is not accustomed to ethnic and linguistic diversity or; where the ELL population constitutes a sizable (between 15 and 25 %) portion of the overall student population. Likewise, decisions about programming can become especially complex in contexts where multiple language groups are represented within the ELL population. In such conditions, administrators of successful ESL programs must adopt a continuous and thoughtful approach to ESL program review and adjustment (Lopez & Dubetz, 1999). In this article, the authors offer suggestions for creating sustainable programs for serving ELLs. (Contains 1 figure.)