This case study examined the general question: "What are the best practices for teaching. English language learners how to read?" Furthermore, this study sought to discover specifically: How do students using Houghton Mifflin Reading Program with supplementals and Rigby Reading Program with supplementals compare in terms of academic gains?; What do the Houghton Mifflin, Rigby and Supplemental Reading Programs include for ELLs?; What do the literacy coach, ELL specialist and administrators view as the most effective reading program for ELLs?; What are the differences/similarities of these professionals' perceptions regarding the two reading programs with reading supplements as well as the essential reading components? Using a case study design, the researcher analyzed data derived from semi-structured interviews of 10 education professionals; English language development specialists; literacy coaches and administrators; Oregon Assessment of Knowledge and Skills, Dynamic Indicator of Basic Early Literacy Skills, and English Language Proficiency Assessment scores from a sample of 3 rd, 4th and 5th grade English language learners from two elementary schools in the Reynolds School District. Furthermore, two core reading programs; Houghton Mifflin and Rigby were analyzed for commonalities and differences. It was discovered that the necessary reading elements for ELLs include a balanced literacy program. Further, ELLs must obtain early intermediate level-2 English proficiency to succeed on these assessments. It was revealed that Houghton Mifflin has more supports for ELLs. However, none of the participants suggested a reading program for ELLs.