General chemistry is a mandatory course for those in pursuit of careers in various allied health and science, technology, engineering, and mathematics (STEM) fields. However, many students find chemistry difficult. For English language learners (ELLs), the situation is especially demanding, as these students are required to learn the specialized academic language and concepts of chemistry while simultaneously learning English. To further complicate the matter, chemistry is also comprehensive in nature, which does not leave much room for error in developing a solid understanding of key concepts. These challenges can potentially become an impediment to ELLs' future success, and research has suggested that this student group is largely overlooked, particularly in the context of postsecondary science classrooms. It is important that educators address the unique learning experiences and needs that ELL students have in the science classroom to provide them with equitable access to science knowledge and careers. The goal of the current study is to consider the specific challenges that ELL students face in university-level general chemistry courses. It focuses on two questions: (1) What types of challenges do undergraduate ELLs report experiencing in terms of their learning, participation, and assessment? and (2) Which learning techniques do ELLs report using to support their learning needs? The authors believe that this information can provide college science instructors with insights about how to support the learning of ELLs in their classrooms.