The rapid increase of culturally diverse populations with special needs in the United States has important implications for delivering grade-level, standards-based instruction to English language learners with Individualized Education Programs (ELL/IEP students). One of the major challenges in both special education and bilingual education is the dearth of research on ELL/IEP students' needs. To be consistent with federal education law requirements, there is a need to focus on content in at least three areas--reading, mathematics, and science. The present study builds on earlier work in which educators of ELL/IEP students were asked about instructional strategies (Thurlow, Albus, Shyyan, Liu, & Barrera, 2004). Specifically, educators generated and weighted the importance, feasibility, and use of content areas and instructional strategies for delivering grade-level, standards-based instruction to ELL/IEP students. Although initial strategies included in the research were from Gersten, Baker, and Marks (1998), 30 educators added strategies to that list. The final list of instructional strategies included 27 reading strategies, 19 mathematics strategies, and 23 science strategies. This study was undertaken to obtain students' input on the instructional strategies generated by educators. The following questions served as the focus of this study: (1) What instructional strategies do ELL/IEP students consider important in reading, mathematics, and science standards-based instruction? (2) What instructional strategies are feasible, as perceived by ELL students with disabilities? and (3) What instructional strategies are employed in the instruction of ELL students with disabilities? Appended are: (1) Instructional Strategies; and (2) Content Area and Instructional Strategy Weightings. (Contains 5 tables and 7 figures.)