Background: Patients with limited English proficiency (LEP) are facing significant communication challenges in peri-operative settings, spanning from understanding anesthesia-related information to obtaining informed consent. These language-based obstacles lead to decreased quality of care, lower patient satisfaction, and a heightened risk of adverse healthcare outcomes.The purpose of this study is to investigate if a web-based educational program can increase the anesthesia providers’ awareness of resources, policies, and procedures available for LEP patients. Methods: This quantitative, quasi-experimental project uses a pretest-posttest design sampling from a level II healthcare facility in Charlotte, NC. Results: Twenty-six individuals participated in this study. There was significant pretest-posttest difference on question 2 (language service resources) (χ2(1) = 7.24, p = .007); question 4 (language service procedure) (χ2(1) = 16.50, p < .001); question 5 (policy location) (χ2(1) = 10.00, p = .002); and question 7 (resource location) (χ2(1) = 28.40, p < .001). The average number of correct answers significantly increased from 3.77 ± 1.34 to 6.15 ± 0.46 (t = 8.58, p < .001). Conclusion: The result of this data serves as evidence that a short, simple education module can profoundly impact the anesthesia provider’s understanding of resources and policies surrounding language communication barriers. Future projects should emphasize the importance of bilingual teammates avoiding obtaining pre-operative consent without the presence of a certified interpreter. Keywords: Keywords: Limited English Proficiency (LEP), Anesthesia Providers, Educational Intervention, Quality Improvement, Language Communication Barriers, Perioperative Settings, Cultural Competence, Interpretive Services, Patient Safety, Healthcare Education.