The purpose of this study is to explore the beliefs of students, teachers and parents regarding new students’ experiences in a Sheltered Immersion/Newcomers Program in a K-8 school district to provide recommendations and implications for other schools who are or wish to develop similar programs. The participants were given opportunities to reflect and dialogue about their experiences in this type of bilingual program through the implementation of Participatory Action Research (PAR). The research questions inquire about how language learners make sense of their experience of becoming bilingual and the factors that encourage or inhibit their engagement.