This paper, intended for freshman English instructors who teach reading and writing to both native and non-native students, discusses basic differences and similarities affecting instruction for the two groups. For example, non-native linguistic differences encourage teachers to deal with syntactic interference in reading and with highly embedded constructions in writing. Further, non-native cultural differences urge instructors to treat rhetorically mixed patterns of paragraph development as well as implicit information. And, together, non-native linguistic and cultural differences force teachers to make certain adjustments with assignments and reading and writing materials. Nevertheless, similarities in instruction for native and non-native students far outweigh differences. Not only are objectives the same for both groups of students; many instructional techniques are also similar. Techniques found to be workable in teaching mixed groups of native and non-native students and segregated sections of both groups are listed and discussed. (Author)