Chiwengo, Carlos, Mei, and Hamsa are among the five million ELLs in the United States-approximately 10.3% of the public school enrollment (Batalova,2006)- who are learning a new language while also learning grade-level content. Although these four children speak different home languages (Swahili, Spanish, Chinese. and Arabic, respectively),all struggle with pronouncing English sounds. Their stories illustrate the complexity of challenges faced by ELLs and thir teachers.