Given the lack of focus on gifted English learners (ELs) in the U. S., educators must recognize and meet ELs’ advanced academic needs in the classroom. In our work, we address the heterogeneity of ELs and the state of EL gifted education that serves as the foundation for examining strength-based approaches to meet ELs’ advanced academic needs in K–12 classrooms across the range of current English learning models. We also address accommodations to meet targeted goals as well as formal curriculum models, instructional approaches, and organizational strategies that incorporate these accommodations—allowing differentiation flexibility and responsiveness. For example, see our sample Science lesson illustrates aligning and concurrently meeting content, English learner proficiency, and gifted standards while increasing cognitive complexity and infusing problem-solving investigations. Finally, we addresses affective considerations by (a) exploring curricular options that respect developmental differences across age groups; and (b) suggesting inclusive ways to build connections between school and home. Gifted English learners are present in our classrooms. We’re here to streamline offerings for teachers who are doing the important work of meeting gifted English learners’ needs.