This study investigated the influence of language barriers on classroom engagement among Spanish-speaking migrant students at Grove Primary School. The study examined how limited English proficiency affected students’ participation, interaction with teachers and peers, and overall classroom involvement. Data were collected from teachers and Spanish-speaking migrant students using semi-structured interviews, student questionnaires and classroom observations. The findings revealed that language barriers affected students’ understanding of instructions, confidence, class discussion, peer interaction, and participation. Teachers identified visual aids, simplified language, translation, peer support, and repeated instructions as useful strategies. The study recommends greater language support to improve migrant students’ classroom engagement.