Limited English Proficient (LEP) students are reported to have higher dropout rates and lag behind their language-majority peers in academic achievement. Standardized mathematics test scores reported for LEP students within the United States are lower than their non-LEP peers. As the LEP student population increases in Florida, meeting the unique needs of these students, as well as federal and state accountability issues, present formidable challenges for educators. While there are many reasons for LEP students lagging behind their non-LEP peers academically, one major indicator of student achievement is a positive learning environment. This book provides an analysis of the mathematics learning environment as defined by the attitudes of LEP and non-LEP students and teachers in a secondary school. Data were collected using a survey instrument, interviews, and observations of participating students and teachers. The attitudes of students and teachers were examined to help educators better understand how attitudes are likely to influence performance and participation by LEP students within the classroom.