The terminology that we use to refer to English learners has shifted over the past two decades, from "limited English proficient" to "English language learner" to what is now the preferred term in California and, increasingly, other states: "English learner." Yet, what has not changed is how this category continues to limit our thinking about bilingual/multilingual students. "English learner" is a label that conceals more than it reveals. It emphasizes what these students supposedly do "not" know instead of highlighting what they "do" know. As a category, "English learner" constrains our ability to perceive the many strengths that bilingual/multilingual students bring to the classroom--strengths on which we might build to support their language and literacy learning. The author describes how this label distorts our view of bilingual/multilingual students and proposes an alternative perspective that highlights the richness of these students' linguistic repertoires.