As the United States struggles with issues regarding the rapidly increasing immigrant population, so do public schools struggle with providing the youth of this non-English speaking population a quality education. Because of the requirements and structures of high schools, they may face the greatest challenge of educating these youth. Using an embedded case study approach, the researcher examined one suburban school district in North Carolina to assess the extent to which nationally accepted and research based strategies for ELLs were utilized during the 2008 school year. The researcher also identified the outcomes of the high school ELLs in terms of academic achievement and graduation. After identifying the generally accepted strategies, the researcher grouped them into five categories, including data use and analysis, curriculum and programs, instructional strategies, leadership, and parental involvement. She also identified professional development needs in each area. The researcher then used this model to compare the recommended strategies to those found in practice within the district. The researcher found that the population of students in the district closely resembled those of the nation. She also found that the ESL program generally was aligned to the recommended strategies for the ELLs in the district; however, fewer of the strategies were in place uniformly across the district in the broader high school population.