Presenters discuss the results of their study, which examined whether the reading performance of elementary-aged, Latino English Language Learner students differed depending on their acculturation orientation. Acculturation was conceptualized orthogonally, and results were analyzed using Hierarchical Linear Modeling techniques. Session attendees will learn about these students’ educational experiences and about current perspectives of acculturation orientation. Strategies to promote the academic performance of Spanish-speaking ELL students are detailed.