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Selecting the most appropriate language support program for Multilingual Learners is critical to fostering both academic success and language acquisition. This selection process plays a key role in shaping the long-term academic and social outcomes of multilingual learners. Language support programs vary in approach and effectiveness, making it essential for schools to understand which programs best suit their student populations. By implementing programs that balance language development with academic content, educators can help students thrive in both their native and new languages. Programs like Dual Language and Traditional Bilingual models offer distinct methods of instruction, and understanding their impact is crucial to improving educational outcomes for these learners. School districts must consider factors like community demographics, available resources, and educational goals to make informed decisions about which language support program will be most beneficial. This quantitative study provides a comparative analysis of the Dual Language and Traditional Bilingual programs among first- and second-grade students in an urban school district. By focusing on these two widely used models, the research aims to provide valuable data that can guide school districts in selecting the most effective language support programs for their multilingual populations. The assessment instruments used to conduct a comparative analysis of student progress in reading skills and language acquisition in both language programs are the NWEA MAP, DIBELS/mClass Lectura, and WIDA ACCESS assessment. The findings will contribute to better-informed decisions and ultimately support improved educational experiences and outcomes for Multilingual Learners.