In this article, the author focuses specifically on how what she calls non-specialist teachers (i.e., those who are neither bilingual nor ESL teachers) can benefit from the practices of bilingual and ESL teachers, and how teacher educators can incorporate this knowledge in their curriculum and pedagogy. To do so, she uses examples from research she has done over many years to examine how bilingual and ESL teachers engage with students of diverse language backgrounds through curriculum, pedagogy, outreach to families, and engagement in the community. There are two major lessons that non-specialist teachers of emergent bilingual students can learn from bilingual and ESL teachers: one is that they need to learn certain bodies of knowledge, and the other is that they need to build bridges with their students by developing affirming dispositions about language, culture, and difference. The author's examples come from teachers who teach students of diverse language backgrounds at different grade levels and in a variety of settings around the country. Next, the author gives some examples of non-specialist teachers who embody some of these lessons from bilingual and ESL teachers. The article ends with what this information implies for teacher education.