Preparing educators who are culturally responsive and prepared to meet the needs of English-language learners is a national priority. Consequently, many teacher preparation programs are being encouraged to include English as a second-language content in their programs of study. The following case study describes the development and implementation of a new program that integrates preservice teacher preparation in special education and English as a second language. Faculty in the college of education engaged in a period of planning and goal setting that resulted in a new, infused program in which performance standards from the field of English as a second language are addressed within the regular special education curriculum. In discussing this new program, we provide a theoretical framework, describe the development of the integrated program, share some lessons we learned, and discuss implications of our experience. (Contains 1 figure.)