This study provides background information about English Language Learners (ELLs) and gives an overview of issues related to academic literacy. The article then considers how the institutional structures of the community college (e.g., testing, staffing, and the departmental location of English and writing courses) affect ELLs. This article argues that community colleges can support ELLs in attaining academic literacy by implementing strategies and programs such as learning communities and linking disciplinary content with ESOL and writing courses.