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Bilingual education has been a controversial topic in the United States. There is a substantial literature base indicating the effectiveness of dual language programs in a variety of settings, but simply calling a program dual language does not automatically result in positive outcomes for students. It is essential for school districts to understand the outcomes of their specific dual language programs in their unique contexts. The purpose of this mixed-method, longitudinal analysis was to examine the English academic performance of students participating in a dual language program utilizing existing reading and math data. The researcher also employed survey methods to examine parental perspectives of the dual language program. The research questions for this study were as follows: 1) Is there a significant difference in the reading performance of Spanish learners in the dual language program versus English learners in the dual language program versus English proficient students in monolingual programming for each cohort entering kindergarten in the 2007-2008 school year to the 2014-2015 school year? 2) Is there a significant difference in the math performance of Spanish learners in the dual language program versus English learners in the dual language program versus English proficient students in monolingual programming for each cohort entering kindergarten in the 2007-2008 school year to the 2014-2015 school year? 3) How satisfied are parents of students participating in the dual language program with the overall program, as well as with their child’s academic performance and second language acquisition?