The efficacy of video self-modeling (VSM) to improve reading fluency for English language learners (ELLs) is explored. A review of the literature demonstrates the success of VSM in improving non-ELL students' fluency. Preliminary research with culturally and linguistically diverse students implies that the intervention can be equally effective with these populations. A brief review of second-language acquisition reveals the ways in which VSM complements the needs of ELLs at various stages of acquisition. Special considerations for educators of ELLs are also included. Continued research is necessary to establish VSM as an effective research-based method for ELLs, but the existing evidence base demonstrates the potential success of the intervention.