This article reports on the experiences of Spanish-speaking English language learners in high school chemistry courses, focusing largely on experiences in learning the English language, experiences learning chemistry, and experiences learning chemistry in the English language. The findings illustrate the cognitive processes the students undertake while learning, and highlight the importance of a motivational and supportive network for the students, including their parents, teachers, and classmates. The findings also carry important educational implications for English language learners in chemistry. (Contains 2 tables.)