Multilingual learners (MLs) encounter key language features that influence their mathematical word problem-solving processes. Much of the readily available literature surrounding MLs' experiences in the mathematics classroom explores either their content knowledge or how language affects their mathematics achievement. Far less literature has examined problem-solving outcomes among MLs. The present study attempts to fill a gap in the literature by examining seventh-grade MLs' engagement with grade-level word problems that align with mathematics standards and are realistic, complex, and open (Verschaffel et al., 1999). An explanatory mixed-methods approach (Creswell, 2012) was utilized to explain the features underlying ML's problem-solving outcomes. MLs were interviewed via a Retrospective Think Aloud protocol following their engagement with each word problem. Findings indicate that MLs are extremely successful at engaging in sensemaking, a vital aspect of problem-solving, based on their abilities to describe the problem context presented in their own words. Further, words having both mathematical and nonmathematical connotations were utilized by MLs in terms of their nonmathematical connotations, which influenced their mathematical word problem-solving processes. These two findings add to past studies (Gándara & Hopkins, 2010) and highlight a need to integrate English Language Proficiency skills throughout mathematics instruction.