In this article Jacquelyn Cooper-Edwards describes how she employed special strategies to help her students in a sixth grade class identified as "6E," many of whom were English language learners. It was quietly understood that the students in the homerooms assigned higher letters such as "6A" were considered the high achievers. The students in the homeroom assigned the lowest letter "6E" were considered academically inferior and thus undesirable. The 6E students needed lively teaching to become actively involved in schoolwork, and Cooper-Edwards wanted to increase their opportunities to apply critical thinking skills. Herein, she describes three methods she focused on that would enhance 6E's learning environment: (1) promote understanding of cultural contexts; (2) incorporate explicit instruction; and (3) activate background knowledge.