A recent trend in United States immigration is the increase of undocumented, unaccompanied minors arriving to the United States via the Mexico/US border (Park, 2014). The enrollment and education of these undocumented, unaccompanied minors in United States public schools is a responsibility many schools are working to meet (2014). It is the responsibility of the school to provide an education program and setting which appropriately meets the needs of these students. Because these students have experienced trauma and may have gaps in their education, people working with them may be inclined to view their ability to succeed with a negative mindset. This negative mindset might allow educators and ESOL program designers to make decisions about ability and growth opportunities without considering these students strengths. Ni Raghallaigh and Gilligan, 2010, encourage researching undocumented ELs utilizing a strengths -based perspective. This dissertation study examines the social construction of newcomer ELs self-identities, utilizing student voice, allowing participants to articulate how their experiences influence the construction of their self-identity. The researcher employs a collective case study method to examine how experiences influence the construction of high school Central American ELs' self-perceptions.