English language learners struggle to read and comprehend the work of William Shakespeare in secondary schools across the country. Yet, these students from diverse backgrounds continue to be required to read this literature. This article offers a review of arguments made to remove Shakespeare from the curriculum as well as reasons for the continued inclusion of the work in classrooms. It summarizes the findings revealed during an expert teacher's panel at the University of Dallas Second Biennial Shakespeare Conference (2016). The traditional method of teaching Shakespeare's work is analyzed, and practice proven, research-based strategies are provided for teachers to implement in the classroom to better support student reading and comprehension of Shakespeare's plays. Expert teachers discouraged the use of parallel texts in the classroom and believe that by choosing appropriate instructional methods focused on scaffolding enhanced literacy skills and active constructivist learning, the timeless themes and characters of Shakespeare's plays can be learned, mastered, and appreciated by modern diverse student bodies.