In this article, the literature on instruction in morphological analysis strategies with English Language Learners (ELLs) is reviewed to identify vocabulary outcomes for these students. The nature of instruction and quality of outcomes are examined for ELLs in general, and also for those with or at risk of reading disabilities. A total of nine studies met inclusion criteria for this review. While preliminary, results suggest that morphological analysis strategies are a promising approach to improving the vocabulary knowledge of ELLs, including those with or at risk of reading disabilities. Future research in this area is worth exploring, and several directions are provided.