Although many teachers recognize that they must adapt their instruction for the diverse and growing student population of multilingual learners across public schools in the United States, many report that they are unprepared to do this appropriately and productively (Banilower et al. 2013). This article aims to shed light on this issue. Specifically, Jonee Wilson and Erin Smith synthesizes their observations and outline common practices that they have seen in their own experiences and in their work with teachers. They discuss reasons that some of these practices, though well intended, may be problematic. In addition, the authors share productive alternatives that they have found in classrooms where teachers have successfully supported multilingual learners.