Transitioning to the American School System: Insights from Immigrant English Language Learners and Factors Influencing Their Success

This qualitative study examined the factors influencing the post–high school experiences of immigrant English Language Learners (ELLs) in the United States. Fourteen recent high school graduates from the Dominican Republic, Honduras, Ecuador, and Peru participated in semi-structured interviews. Data was analyzed using grounded thematic coding within a social-ecological framework. Four interconnected themes emerged: (1) Language Acquisition, including challenges and empowerment through developing English proficiency; (2) Support Systems, such as family, teachers, peers, and community mentors; (3) Social and Cultural Integration, facilitated by extracurricular involvement and adaptation to new norms; and (4) Resilience and Personal Growth, reflected in persistence, self-efficacy, and independence. Findings highlight immigrant Ells’ active agency in shaping their educational environments and navigating structural barriers. Implications include expanding equitable ESL pathways, strengthening school–community partnerships, and promoting culturally responsive practices to support multilingual learners’ long-term academic and personal success.