Over the last several decades, the number of afterschool programs has grown considerably due to the growing employment rates of mothers and concerns regarding at-risk students (James-Burdumy, Dynarski, & Deke, 2007). Afterschool programs impact the lives of nearly 10.2 million children in Kindergarten through 12th grade, an overall increase from 2009 when 8.4 million children were estimated to attend afterschool programs (Afterschool Alliance, 2014). Not only do such programs keep children safe during the peak hours for juvenile crime and experimentation with drugs, alcohol, and sex (Newman, Fox, Flynn, & Christeson, 2000), but schools have turned to afterschool programs as a way to provide extra academic support to children who are struggling during the regular school day. As the amount of afterschool programs has increased, so has the number of school-aged children entering the U.S. school system from diverse backgrounds, specifically the number of English Language Learning (ELL) youth. Given the dramatic increase in the number of ELL children in the educational system, it is not surprising that such students are attending afterschool programs with great frequency. Based on a small body of research, this article describes a number of characteristics of afterschool programs that appear to be related to maximizing the benefits of ELL youth who attend. When afterschool programs serving ELL youth implement these practices, positive youth outcomes have been documented. The article then discusses challenges to serving ELL youth afterschool and provides a case example of an afterschool program in action.