The population of English language learners (ELLs) in general education classrooms has been increasing over the last few decades. However, ELLs are still underrepresented in gifted programs, and teachers struggle to provide these students with adequate educational experiences. What do teachers need to know about high-potential ELLs? What research-based strategies can be used with these students regardless of their language background? Teachers need to know the distinction between everyday and academic languages and about English language proficiency levels. This article discusses strategies and tools that linguistically responsive teachers can use in educating high-potential ELLs.