Teachers who are facing multiple languages and cultures in their classrooms for the first time may be fooled by the English Language Learner who has become proficient in English. That competence in social communication may disguise difficulty with understanding and generating academic language. Through two profiles of middle school students who fit this category, Carroll and Hasson help teachers learn to identify this problem in their own students; their specific strategies for teaching academic language within the context of literature study build a foundation for current and future academic success.