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This study examined whether or not limited English proficiency (LEP) adults' confidence in their ability to self advocate for interpretive services changes after LEP patient rights and language laws are presented. This study was instigated by the researcher's concern over K-12 ELLs missing school to interpret for their families and the researcher's interest in advocacy. The intent of this study was to provide information on the effectiveness of education on rights and their relationship to self advocacy. The qualitative research was performed using questionnaires in an adult ESL classroom. Twelve students were surveyed for prior knowledge and confidence, instructed on their rights, how to advocate for themselves, and then surveyed to measure a change in knowledge and confidence. Findings from this project suggested that positive change did occur in knowledge and confidence of the adult ELLs in advocating for their right to a medical interpreter following a short lesson.