A rich amount of research suggests that native-English speaking and linguistically diverse students are equally capable of learning scientific concepts and terminology through collaborative inquiry-based experiences. Yet, a full understanding of how to address English Language Learner (ELL) issues during science instruction and assessment will require further study. In this article, the authors look at possible issues in diverse classrooms and offer some ideas to provoke curiosity and confidence in ELL students. These ideas include: (1) Encourage group work; (2) Incorporate collaboration; (3) Explicitly teach new vocabulary; (4) Use alternative assessment; (5) Promote democratic classrooms; (6) Include the contributions of non-Western scientists; (7) Make sure preservice educators have diverse field experiences; (8) Use technology in the classroom; and (9) Encourage parent involvement.