Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas literature offers excellent recommendations and models of instructional programs for these students, examples of practical applications to support their educational needs are few. Video self-modeling, little known in the English as a second language education field, shows promise in providing such support to ELLs. This article offers examples of ways in which video self-modeling can be integrated with culturally responsive instructional strategies for high school ELLs. The article describes projects that exemplify how video self-modeling has the potential to promote self-efficacy and rapid learning for ELLs in content areas such as language arts and mathematics.