Public criticism of bilingual education or bilingualism in the United States has been growing since the early 1990s. As part of the argument against  bilingual education, Hispanic immigrants have been portrayed as a monolithic group clinging to their own language and culture and reluctant to  assimilate into American society. Proposition 227, which officially ended bilingual education programs in California public schools, was passed on  June 2, 1998. Race and ethnicity were reflected in the initiative. According to a poll, while 67 percent of white voters supported the Proposition,  63 percent of Hispanic voters voted against it. Forty-eight percent of Black voters and 57 percent of Asian voters backed the Proposition.
 However, the movement toward Proposition 227 started with a boycott by some Hispanic parents who pulled their children out of a public school  in downtown Los Angeles to protest against its failure to teach English to their children. Several years have passed since the passage of  Proposition 227, and it has now been fully implemented and has taken its effect on school education in California.
 The aim of this paper is to examine the views and attitudes of Hispanic parents in Los Angeles toward language, culture, and educational programs  several years after the passage of Proposition 227, using interviews and class observations in elementary schools in Los Angeles.
 The interviews reveal that some Hispanic parents value the acquisition of English language skills and want their children to learn English.  Moreover, they value bilingualism, which not only emphasizes maintaining their ethnic language, but also speaking English. While most parents favor  bilingual education, some parents are frustrated with the English immersion classes that resulted from Proposition 227. Nevertheless, they share a  pragmatic view on English language skills, in which learning English is a means to success both academically and professionally .