In recent years, the number of refugee English language learners (ELLs) in the United States has increased exponentially (Edwards, 2016). Yet, many schools are unprepared to meet the cultural and academic needs of these learners. Recent research on this topic has indicated that a number of strategies can be used to prepare refugee ELLs in the acquisition of linguistic proficiency, literacy skills, and content knowledge in their second language while ensuring that these students meet the same academic achievement standards as non-ELL students. In this chapter, we discuss the use of mini-lessons as a strategy that can aid English as a Second Language (ESL) teachers and promote reflexive and collaborative classroom environments.