English has continued to occupy a very high status in the school curriculum in Zimbabwe. As such, it is used as an official language as well as a language of instruction. However, the teaching of English as a second language presents a host of challenges to both teachers and learners in bilingual contexts. Second language learners lack the desired proficiency to enable them to access the curriculum and this has often resulted in high failure rate. Educators must therefore continually reflect upon their practice to address the needs of ESL learners. This book is an examination of some of the many factors that promote or inhibit learner’s performance in ESL across school types. The book attempts to highlight how school culture, availability of authentic teaching and learning materials, parental involvement in children’s learning and the use of leaner centered approaches can either promote or hinder learner’s performance in ESL. The book is a valuable contribution to both teachers and learners in Zimbabwe and elsewhere.