Preparing students for high-stakes testing presents a constantly increasing challenge for science teachers. Not only do students vary greatly in their science knowledge and backgrounds, but also English Language Learners (ELLs) are often placed in mainstream science classes long before they are fluent in English (Reville 2006). To make matters more difficult, students are often required to pass a state science exam in order to receive a high school diploma (Athiapan 2002). This article describes some of the difficulties ELLs may have with science content and offers techniques teachers can use to facilitate student understanding and participation.