This phenomenological study explores the in-depth life experiences of 13 educators who are working with ELL students in alternative education schools. The participants are from six alternative education schools from one district which included community and court schools in Central California. These schools serve students who are expelled, recommended by a school/district, whose parents have requested enrollment and have received district approval, who are on probation/parole, and are homeless. Due to the district’s large population of 64.4% Latinos, this study focused on ELL Latino students. ELL Latino students face challenges and struggles; they need a support system that can help them through their educational path. Finding ways to improve achievement and help more Latinos graduate high school and advance to higher education should be high on the nation’s policy agenda (Haskins & Tienda, 2011). This qualitative research provides proven key factors that contribute to the academic success of Latino ELLs to Break Down Barriers that many face in alternative education schools.