There is a need to develop appropriate curricula for students who are both limited English proficient (LEP) and learning disabled (LD). A survey of instructional approaches for both English to speakers‐ of other languages (ESOL) and special education programs reveals recent successes with a learning strategy approach. Learning strategy approaches in ESOL and special education are reviewed, and specific models, the Cognitive Academic Language Learning Approach (Chamot & O'Malley, 1986) and the Strategies Intervention Model (Deshler & Schumaker, 1986) are compared. Since each model contains essential components and techniques to accommodate students who are LEP or LD, a merging of specific aspects of the two curricula is proposed. These modifications are exemplified in a Paraphrasing strategy (Schumaker, Denton, & Deshler, 1984).