Researchers widely recommend storybook reading for promoting the early language and literacy of young children. By listening to stories, children learn about written syntax and vocabulary and develop phonological awareness and concepts of print, all of which are closely linked to learning to read and write. Teachers usually know a read-aloud experience has been effective because they see the children maintain their interest in the story, relate different aspects of the story to their own experiences, describe the illustrations, and ask questions about the characters and plot. However, listening to a story read aloud can be a very different experience for children who speak a language other than English. What happens when the children are read to in a language they are just beginning to learn? What happens when an English-speaking teacher reads a story to a group of children who are learning English as a second language? Teachers often describe young dual language learners in their class as distracted and unengaged during read-aloud sessions in English. In this article, the authors describe teaching strategies that English-speaking teachers can use when reading aloud to young dual language learners. These strategies are part of the Nuestros Ninos Early Language and Literacy Program, a professional development intervention designed to improve the quality of teaching practices in prekindergarten classrooms to support Spanish-speaking dual language learners.