There has been a dramatic increase in the number of multilingual and multicultural students in U.S. schools. Because of high-stakes testing and English-only mandates, instructional practices and curricula in most urban school districts neglect the cultural and linguistic interests of their diverse student populations. In this interpretive study, we use exploratory case study methods to demonstrate how Culturally Sustaining Pedagogy (CSP) and Arts Integration (including drawing and graphic story with Photoshop) can support the learning of ten students whose first language is not English. This article introduces research activities supporting the use of culturally sustaining pedagogy and arts in a biology unit (the role of selection population) in communication skills class, particularly with bilingual and multilingual youth. [Note: The page range (59-82) shown on the PDF is incorrect. The correct page range for this article is p59-81.]