Secondary ELLs are dropping out at alarming rates, indicating that many school districts are failing to adequately support these students after exiting the ESL program. Title III of NCLB dictates a two-year monitoring period for students who have exited the ESL program, but language-minority students often lose support from the ESL department upon entering the mainstream. In this session, the presenter will share a secondary-level support model for mainstreamed students that has successfully fostered collaboration between the ESL department and mainstream teachers, resulting in higher grades, motivation, and self-esteem for ELLs.