Increases in the number of English language learner (ELL) students in the United States has led to a significant need for research that explores teaching and learning for ELL students in science and other content-area classrooms. This qualitative study investigated middle-school ELL students’ (N = 12) beliefs and practices surrounding science learning. We explore the instructional opportunities that are lost when teachers do not take student voice into consideration when designing and implementing curricula. We contextualize these findings by relating them to a commonly used instructional model for integrating language and content instruction. We conclude with implications for teacher education and in-service teacher professional development.