This article aims to highlight the challenges faced by schools when addressing a wide range of learning needs--specifically English language learners (ELL) and students with exceptionalities. Both populations of students have a history of being isolated rather than included with sameaged peers due to non-traditional learning profiles. Many educators are overwhelmed with the idea of providing services to diverse learners and have limited knowledge of ways to include all learners with brain-based research practices. Both ELLs and students with exceptionalities can benefit from teaching that promotes learning that lends itself to utilizing the whole brain and triggering transfer of knowledge from short-term to long-term memory. This article highlights the issues faced by ELL educators, special educators, and classroom teachers and provides concrete teaching strategies that support and include all learners.