This qualitative case study explored how instructional practices and schoolwide supports contributed to the academic and social-emotional success of third-grade English as a Second Language (ESL) students at Bridgeway Elementary, a high-performing public school with a large population of Spanish-speaking learners. Guided by Communities of Practice (CoP) theory, the study examined how meaning, practice, community, and identity were fostered through daily routines and culturally responsive instruction. Data were collected through interviews with the classroom teacher, ESL teacher, counselor, and principal, as well as classroom observations and document analysis. Key findings revealed that student success was supported through goal setting, scaffolding, peer collaboration, and visible celebrations of growth. The study concludes that academic and social-emotional gains for ESL students were rooted in a cohesive, student-centered learning environment that affirmed language, culture, and belonging. Implications highlight the importance of aligned instructional practices, strategic support structures, and inclusive policies for multilingual learners.