The purpose of this study is to understand the ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found work best. School diversity in the United States has increased every year. This means that there is a growing number of students who are learning English, English language learners (ELLs). This article starts from the perspective that each child should be educated according to their specific needs. All students deserve a fair chance to learn. Fair means that each student is treated differently, not equally. Every student learns differently. To give every student a fair chance at learning, you must teach according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study examines his methods and discusses what works based on data analysis of his student success. There are several key ideas that are crucial to understanding how best to teach young ELL students. The first idea is the importance of recognizing ELLs' feelings of isolation and alienation. When a teacher recognizes this, he or she is better able to help the student feel part of the class. The student will have difficulty participating if he or she does not feel like he or she belongs among the other students. There is not only the language barrier, but also the sociocultural differences that prevent them from feeling accepted. Tiffany emphasizes the importance of recognizing this problem and being aware during classroom activities. He suggests thoroughly understanding their cultural background, not just the "tourist" one. Communication with parents is very...middle of the road...r they have all received the same language instruction for three years (kindergarten, first and second grade). These findings conclude that English language proficiency at school entry does not matter. A good early literacy program works for both L1 and ESL students who enter school at kindergarten age. Students of that age are very susceptible to learning new languages ​​quickly. The ESL children struggled in kindergarten, but by second grade they caught up and were on track with the L1 students and some of them even outperformed the L1 students. Metalinguistic awareness increased in ESL students, so their phonics also increased and they scored higher than some L1 students. There is evidence that students who know multiple languages ​​at an early age perform better in both languages ​​than students who only know one language.