Due to unavailable effective methods for teaching science to language-minority students, science teachers attempting to teach bilingual students experience frustration and become disheartened and discouraged. Often, science teachers only learn successful minority-language teaching strategies through trial and error or through networking and brain-storming with other teachers of English language learner (ELL) students. In this article, the author, who has conducted two workshops (one at the elementary level and one at the middle and high school level) for teachers interested in learning new methods to teach science to ELL students, shares successful instructional strategies compiled described by teachers at the seminars; strategies the author has used as a science teacher in the high school setting, and references to other suggestions found in literature. (Contains 1 figure.)