Abstract: Providing quality online instruction has become more important than ever with the abrupt shift in education caused by the COVID-19 pandemic as teachers and students adapted to online learning. Teachers must provide inclusive English as a Second Language (ESL) and Limited English Proficiency (LEP) support by integrating online resources with ESL learning tools, bearing in mind that COVID-19 increased the equity gap even further. Many students are at greater risk due to connectivity gaps and lapse in face-to-face accommodations. The challenges of online learning are exacerbated for ESL and LEP students already dealing with unique academic, sociocultural, and linguistic struggles. To reflect on some of these challenges, this study examined research findings and collected survey responses from high school students in Dallas ISD to find the perspectives of ESL and LEP students versus native English speakers. Specifically, this paper aims to understand non-native English speaking students’ experiences in distance learning.