This study examines the degree to which English language learners' (ELL) descriptions of classroom supports for learning are similar to or different from the descriptions of non-ELL students. Specifically, the study compared the classroom perceptions of ELL students and general education students using the ClassMaps Survey (CMS), which includes indices of classroom relationships (teacher-student, peer, and home-school) and supports for self-regulation (self-efficacy, self-determination, and self-control). It was hypothesized that the CMS subscale scores would differ for the two student groups. Results indicated that ELL students rated themselves significantly lower in academic efficacy and rated their classmates as more likely to follow class rules compared to the ratings of non-ELL students. Implications for practical application of the results and suggestions for future research are discussed. C 2009 Wiley Periodicals, Inc.English language learners (ELLs) represent a growing segment of students in the United States. In fact, non-English-speaking students are the fastest growing subgroup of students among the public school population, with their numbers increasing by approximately 10% each year (Kindler, 2002;McCardle, Mele-McCarthy, Cutting, Leos, & D'Emilio, 2005). An estimated 5.5 million students attending public school in the United States speak a language other than English as their first language (McCardle et al.).The U.S. Department of Education describes ELL students as those who did not grow up in a primarily English-speaking setting and lack the skills necessary to learn in an English-only environment. In particular, students who qualify for ELL services must have been raised in a setting where English is not the dominant language (National Center for Education Statistics, 2006). To qualify for ELL services, students for whom English is not their first language must demonstrate that they are unable to learn successfully in English-dominant classrooms, due to insufficient Englishlanguage reading, writing, speaking, or listening skills.Unfortunately, many ELL students are not succeeding in U.S. classrooms, despite receiving additional support services. ELL students have lower levels of academic achievement and higher rates of poverty, mobility, and high school noncompletion than students proficient in English (McCardle et al., 2005;
