Educators and policymakers have long questioned the quality and effectiveness of techniques used in bilingual education programs. William J. Tikunoff (1985), in the study Significant Bilingual Instructional Features identified five specific bilingual instructional characteristics that are favored by educators in their effort to ensure that students with limited English proficiency (LEP) acquire academic and linguistic skills basic skills needed to be successful in school and beyond. All of these features and techniques are also incorporated into the components of the Sheltered Instruction Observational Protocol (SIOP) standards for bilingual and second language instructional excellence (Echevarria, Vogt, and Short 2012). Sheltered instruction is a specific method of helping students develop in their second language, regardless of content area. In most of the district, in current secondary-level classrooms, teachers are still learning to hide instruction; however, they find that each year there is an increase in educators' understanding (Calderon and Minaya-Rowe, 2003). Teachers must understand that one teaching method cannot be suitable for all students. They must learn how to structure and differentiate lessons based on the language level of their students. What most educators don't learn or understand is the science behind sheltered teaching, why it is one of the best bilingual teaching methods for English language learners, and how they can be better trained to use it in the classroom. In the experience of most teachers, the focus is often on the unit theme or Texas Essential Knowledge and Skills (TEKS) for a particular unit, much less on how the content is taught. In most classrooms, attempting to place the how... at the center of the paper ......language learners develop English language skills at the same time as they learn core content. Teachers can reach out to their district specialists to discuss strategies for learning content and adapting curriculum materials for these students. Another goal of teachers should be to understand the process of second language acquisition and the various factors that influence their students (Echevarria, Vogt, and Short 2012). Teachers should ask their districts to provide them with the resources necessary to adequately educate the growing number of English language learners in our schools as statistics continue to indicate that the U.S. population of students whose first language is not English will continue to increase at a significant rate. It would be a win-win if the education sector were fully, and thoroughly, prepared to address this growing and dynamic language need.