My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience. The second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The classroom environment was very welcoming and appealing. There were colorful posters and pictures displayed on the walls. There was a bulletin board that displayed pictures of students with a caption that said “I am special because...”. Another bulletin board celebrated diversity with pictures of people of different cultures. The teacher was a Mexican-American woman in her early thirties with five years of teaching experience. My last observation took place in a fourth grade classroom of twenty-four students. Twenty of the students were of Mexican descent, one was Caucasian, and two were African American. This was a mainstream class with intermediate/advanced English language learners. The classroom environment was somewhat plain and boring. The walls lacked exciting decoration and color. The posters displayed on the walls were visually distracting with overloaded information. There was a bulletin board that displayed students’ writings, but had not been updated with recent work. The teacher was a Caucasian male in his early twenties with one year of teaching experience. The teachers of the first two classrooms I observed