This article presents initiatives used by two elementary schools in the authors' district to meet the learning needs of students who speak Spanish as their first language and are limited English proficient (LEP). Both schools have a 10-20% population of Hispanic students. In most cases, the parents are LEP as well. In this article, the authors offer a variety of strategies physical educators can incorporate into their classes, ideas for professional development activities, and school-wide initiatives to create a more equitable learning environment that meets the needs of LEP Hispanic students. (Contains 3 tables.)