English language learners (ELL) are typically instructed in general education programs that do not have bilingual instructional support (Zehler et al., 2003). Teachers instructing those students must focus on strengthening the students' English language skills because language is such a primary component for learning and achieving. Instructional consultation is a service delivery model that provides classroom teachers with the support they need to implement effective instructional practices to increase ELL students' language proficiency skills in English. However, the implications are that instructional consultants and consultees working with this population must approach the consultation process while addressing second language acquisition issues. Instructional consultation focuses on exploring the interaction between the learner, the task and the treatment. This article explores those three components when providing instructional consultation to target ELLs' language instructional needs in non-bilingual settings.