The number of students in the science classroom who are learning English as a Second Language is increasing each day. This paper describes preliminary results of a California-based Teacher Enhancement project intended to increase elementary school teachers' science knowledge and ability to teach science to minority students and to promote the acquisition of English as a Second Language among English Language Learners. In a previous paper, success in changing teacher beliefs about their ability to teach science and their students' abilities to learn was discussed. It was noted, though, that there was very little impact on teacher beliefs about their ability to impact the science education of English Language Learner (ELL) students. This paper examines possible reasons for this and discusses some preliminary data suggesting why ELL students present such a strong challenge to science education. Additionally, it discusses further activities for addressing the needs of ELL students. (ZWH)