We are seeing more and more children from an ever-widening range of linguistic, cultural, religious, and academic backgrounds attend American schools (Kim, 2011). As the number of students whose first language is not English increases, programs such as English as a Second Language (ESL), dual language, and other similar programs are implemented within the school system. Lueck (2010) began to notice that although large numbers of these students enrolled in school, their parents rejected the language support services that schools offered their children. In order to enter one of the ESL programs, students are tested on their English language proficiency with the Ideal Proficiency Test (IPT) as required by the Texas Education Agency; even if they score below the 40th percentile on the IOWA Test of Basic Knowledge and Skills. If students fall into these categories, parents are notified and can approve or deny whether their children will receive these services. According to Lueck (2010), many of these services were denied to students due to lack of parental knowledge. or clarity of programs. Many parents believed that classes should be taught exclusively in Spanish, not realizing that ESL programs would benefit anyone who was acquiring English as a second language. Parents in the Lueck (2010) study were informed about the programs throughout the school year and towards the end their attitudes began to take on a more positive outlook. They described the program admissions process as handled in a timely, thorough, thorough, and professional manner (Lueck, 2010). This study was biased due to its small population and was not published halfway through the paper. .....em. Being informed about ESL programs can benefit both the student and the parent. Cassity and Harris (2000) also provide some helpful recommendations for increasing parental involvement such as (1) conducting home visits when culturally appropriate, (2) scheduling conferences at regular intervals. and consistent intervals, (3) if possible, provide transportation to important events, (4) contact parents in their native language, (5) engage in parent education, (6) be flexible about the time that children parents can participate and finally (7) celebrate the different cultures and traditions of the community. Demonstrating these practices will show respect to parents and show your interest in the child's education, making them want to participate more. When parents and teachers come together, they can create an educational environment suited to each child's needs.