The typical elementary classroom hosts a range of diverse students. Not only do students bring varying academic readiness levels, background experiences, interests, personalities, and learning preferences to the classroom, but some students also have physical disabilities that must be considered when designing science instruction. The formerly used "one-size-fits-all" approach to teaching science does not meet students' diverse needs. Today's teachers must proactively plan and adjust lessons to ensure that "all" students have opportunities to successfully learn scientific concepts and skills. Throughout her 17 years of teaching science in the elementary classroom as well as in her current role as a university science methods instructor, Dena Harshbarger has implemented and observed strategies and scaffolds that work well to teach electricity concepts to diverse students in the elementary classroom. In this article, Harshbarger describes how she used a combination of tiered and multi-modal instruction to create a supportive atmosphere so that all students could meet the targeted learning objectives.