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This qualitative narrative research investigated successful cases of international students who actively verbally participate and speak up during academic or coursework discussions in the classrooms. More specifically, the aim of this narrative inquiry was to capture the lived and living experiences of English language learners (ELLs) navigating American mainstream classrooms. Moreover, this qualitative study explored how they perceive the impact of their English language proficiency on their verbal engagement during class. I recruited participants through the international office at a southeastern university in the United States. After an initial phone screening session to verify that each interested participant met the selection criteria, I individually interviewed eight participants in person. The results reveal that for ELLs, there are three domains in a highly engaging classroom discourse: the "self," the "other," and a safe space co-constructed by the "self" and the "other." The findings suggest that when combined with self-agency, as well as increased knowledge and English proficiency, social connections or interactions that occur in a safe space contribute to ELLs' free expression. I then discussed implications for teaching and learning practice, recommendations for higher education leadership, limitations, and recommendations for future research, followed by reflections of my own as a researcher. [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.]