This book examines the impact of and response to the rapidly growing English language learner ELL populations in the southeastern United States on K16 schooling. Using examples of policy and practice from seven states Alabama Arkansas Florida Georgia North Carolina and Tennessee the book explores how the contemporary context of accountability regimes and neoliberal tenets affect educational responses to the increased linguistic and cultural diversity in schools and how these realities may be different from when traditional states such as California or Florida were developing their responses to immigration. The collection of chapters addresses key questions of teacher preparation effective infrastructures and frameworks for serving ELLs dual language bilingual education and advocacy efforts at the state district and local level in the Southeast.