Language learners' own intelligence, ability to concentrate, perseverance, cultural identity, high expectations, and organizational skills all play an important role in determining the ease with which students learn English while continuing to develop their first language. To accomplish the amazing task of acquiring a new language and culture, these learners need the support of culturally sensitive teachers, counselors, and administrators. At the United Nations International School (UNIS), education professionals do not try to create a "melting pot," Instead, they work cooperatively to create an intricate and strong patchwork quilt. Each student's piece of the quilt must remain unique and strong in itself as it becomes part of the pattern, adding beauty to the interconnected whole. In this article, the author presents several stories of UNIS students that provide insight into what language learners need from and bring to any school. Strategies for meeting the needs of language learners are cited as follows: (1) Providing direct support for second-language acquisition; (2) Helping students adapt to new teaching and testing styles; (3) Respecting cultural diversity and individual learning styles; (4) Addressing learning problems and emotional needs; (5) Providing hands-on, active instructional support; and (6) Making time to develop linguistic fluency.