The growing number of English language learners (ELLs) in the United States impacts many middle level teachers who must simultaneously teach content and support language development. Differentiated instruction can provide ways to maintain consistent whole-class learning objectives while meeting the needs of young adolescents learning English as a new language. This article provides an overview of differentiation in the context of language proficiency and offers some concrete ways to differentiate instruction to support ELLs through examples from three middle level teachers. (Contains 2 figures.)