The authors discuss the challenges encountered by English-language learners (ELLs) as they attempt to interpret the figurative language of their new cultures. Providing ELL students with explicit instruction in interpreting figurative language--a bridge to reading comprehension--is a significant goal for teachers who design instruction for culturally and linguistically diverse populations. The article includes an account of classroom observations of Alejandro, a Spanish-speaking ELL tenth grader, as his reading teacher scaffolds his understanding of figurative expressions using explicit instructional techniques. A detailed account of this student's background is given as well as a description of the instructional strategies that were implemented. This teacher's work with Alejandro provides insight on the efficacy of direct strategy instruction in figurative-language interpretation for ELLs. In addition, the theoretical basis for figurative-language instruction is delineated. (Contains 1 table.)