This paper considered best practices in teaching culturally and linguistically diverse (CLD) students. A case study research design was used to discover specific English as second language (ESL) strategies teachers are using in their classrooms and specific ESL strategies students find engaging and helpful to learn. This study collected data using teacher surveys, student surveys, and observations from two lessons that were created and implemented by the researchers in a 3rd grade classroom comprised of diverse students. One lesson used the Madeline Hunter model and did not incorporate ESL strategies, while the second lesson utilized the Sheltered Instruction Observation Protocol (SIOP) Model and incorporated several ESL strategies. Data were analyzed with the constant comparative method and open coding. Findings showed limitations with knowledge of and use of ESL strategies among teachers and increased levels of engagement and understanding among students during lessons infused with ESL strategies.