In today's schools, many teachers of bilingual learners find teaching science a challenge. Teachers of bilingual learners tend to focus on increasing second-language proficiency and not on science literacy. When second-language development is the target, the development of science literacy can lose priority. This article introduces the framework of how bilingual learners develop knowledge, language, and science literacy simultaneously in the classroom. As teachers begin the planning stages for instruction, they need to obtain a deep understanding of how bilingual learners develop new science literacy by using principles of learning theories, effective pedagogical approaches, and language development theories. Developing science lessons with this framework can have a greater impact on the development of science literacy for bilingual learners. (Contains 1 table and 2 figures.)