In this final article, the authors look at how research on effective instruction for English Learners translates into schools and districts--in other words, where the research meets the classroom. The authors begin by discussing some models for school and district support for English Learner programs. Then, drawing examples from actual schools and districts, they suggest some possible scenarios of how these programs might look. In the last part of the article, the authors discuss professional development and suggest some specific practices for classroom teachers. [For Part III, see EJ898407.]