The present research study was conducted to explore how structured Spanish instruction (30 minutes, twice a week, for a semester) impacts the level of class participation and on-task behavior and the reading fluency rate of a group of self-contained, special needs, elementary school children (grades K-5). Data for this mixed methodology study were elicited over the course of one semester from three sources: semi-structured interviews with the CDC (Comprehensive Development Classroom) teachers; a series of class observations (using an interactive analysis protocol) of the children, both in and outside of the Spanish class; and CBM (Curriculum-Based Measurement) scores. Results of the research reported demonstrate that the children involved in this project benefited from second language instruction in several ways. It had a positive influence on their degree of engaged participation and on-task behavior; it enhanced their reading fluency; and, it made them feel happy and special. (Contains 2 tables and 13 notes.)