New teaching methods and curricula that show promise in their ability to provide limited English proficient (LEP) students with a good education in both science and English are discussed and illustrated. Discriminatory practice has led to the clustering of LEP students into low ability tracks without consideration of their actual abilities and potential, resulting in underrepresentation of minorities in advanced mathematics and science classes. To stimulate children's intellectual development, school professionals must become familiar with the diverse backgrounds of their students to make instruction more meaningful. Science content taught to LEP students should be the same as that taught to other students. Furthermore, English language instruction must be an integral objective of all science instruction. Instructional techniques must emphasize development of thinking skills. Research has supported the effectiveness of cooperative learning for teaching science to LEP students. An inquiry/discovery approach is especially effective for LEP students. Innovations to improve science instruction for LEP students can best be implemented through teacher training, new curricula, parent involvement, and new approaches to assessment. A 22-item list of general references is supplemented by a list of 15 items related to instructional materials. (SLD)