This document describes a program called "Students as Teachers" developed at a middle school in New Jersey to help English Language Learners succeed in science. The program is based on the ideas that students learn best in groups and when they can leverage their strengths. It has students of varying English proficiency levels work collaboratively in groups to summarize, illustrate, and teach each other content from science chapters. The teacher introduces topics and monitors the process, while students assume responsibilities within their roles. Evaluation found the program improved students' science grades by a letter on average and reduced disciplinary issues, as students focused more deeply on language proficiency when explaining concepts to peers. The conclusion is that allowing collaborative work and student-created materials can help many English