Year after year, English language learners are increasing at the Kenmakabi School District, mainly because of Hispanic and Haitian families who have settled in the township. Unfortunately, as this population continues to increase, so is the reading gap between them and their monolingual counterparts. Consequently, approximately seven years ago, the district established a transitional bilingual education program to meet the needs of these students. Many studies have been conducted in the field of bilingual education; few have examined the impact of transitional bilingual education on Haitian students. This mixed-methods study aimed to determine the impact of transitional bilingual Education on the English reading skills of Haitian students in grades K-2. The research sample consisted of bilingual and ESL teachers who were purposefully selected to inform the three research questions. Findings from the study revealed bilingual teachers are aware of their Haitian students' learning needs and are implementing reading comprehension strategies extensively in their instruction to ensure their students are successful in reading comprehension. Additionally, the research also revealed bilingual teachers utilized a variety of reading strategies to make content comprehensible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]