We often hear, in staff development events and meetings, of the need for teachers of language minority students to make instruction accessible and relevant for their students. This expression of the need is often followed by a litany of abstract things teachers are supposed to do: They are urged, for example, to "use sheltered techniques," to "empower students," to "promote language development in the content areas," to "hold high expectations," and so on. What many of these recipes lack, however, is an inside perspective of how successful teachers actually put these ideals into practice. What do the ideals look like in real classrooms, and how should a teacher know when she or he has made the abstrac- tion concrete?