English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However, research provides recommendations for contextualizing instruction through the use of evidence-based practices. Using the recommendations outlined in this article, teachers working in diverse classrooms with ELLs with varying levels of English proficiency and learning disabilities can scaffold instruction for ELLs with LD by building vocabulary, making explicit connections to background knowledge, and providing ample opportunities to be engaged with the content while at the same time building language skills.