When examining the issues pertaining to English only environments, proponents of the movement base their reasoning on the idea that when foreign language speakers/students are allowed to remain in classrooms that cater to their native language, it in turn will prevent them from ever becoming fully accustomed to the English language. Furthermore, supporters of this viewpoint state that when ELLS are kept in bilingual programs for several years, gaps within their learning will continue to grow to the point in which educational success will be unattainable when put in comparison to English speaking students (Chavez, 1995). After all, accountability legislation for the most part requires all students to pass the same testing requirments and standards in order to graduate or be promoted from grade level. If students are not required to learn the English language, they inevitably will not be able to understand or pass core subject matter and/or minimum testing standards (Walter & Ringenberg, 1994). Additionally, the monetary strain that these sheltered programs have on campuses across the nation are devastating when they are put into context with the current state of the economy. The ever-building trend of high stakes testing and increased accountability rates has spawned legislative acts such as the No Child Left Behind Act of 2001 to hold all campuses, educators, and administrators responsible for the success and prosperity of all students regardless of learning ability, language proficiency, or lack thereof. Due to the current policies and trends, the educational world has steadily moved toward classrooms and instruction designed in English alone. Gone are the days in which immigrants and/or minorities new to the country could be placed in and remain within ESL type classrooms for years upon years. Now, campuses must continually ush students out of such types of language support enviornments and into English only classrooms. This issue has created several conflicting viewpoints as to what works best not only for our schools, but for the individual student as well. Which directs us to all of the standards being implemented to learn the target language, does code switching among bilinguals affect their learnin>