This research investigates the link between mathematic teachers' use of English-language learner (ELL) strategies and the mathematics achievement of their students who are ELLs. Interviews and observations of mathematic teachers who taught ELLs were used to document instructional strategies use. The findings from the interviews and observations were then compared to ELLs' mathematics achievement scores. Both visual and speech strategies were found to be statistically related to higher mathematic achievement of ELLs at the earliest levels of English-language proficiency. (Contains 2 figures and 3 tables.)