As computational models are becoming more widely used with the release of "A Framework for K-12 Science Education" (NRC 2012) and the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013), these models are reshaping the way science is practiced in increasingly diverse classrooms. For students classified as English learners (ELs), who make up a sizable and fast-growing subset of the student population, computational models provide a powerful resource for communicating science ideas and fostering productive discourse in classroom communities. The purpose of this article is to describe why and how teachers can integrate computational modeling into "NGSS"-aligned science instruction with all students, including ELs. First, the authors describe the benefits of computational modeling and how teachers can integrate computational models into science instruction in a way that complements other model types they already use in their classrooms. Second, to illustrate these benefits, the authors describe how one fifth-grade teacher, Ms. Simon, integrated computational modeling into her science instruction. Specifically, the authors highlight how the affordances of different model types (physical, diagrammatic, computational) allowed all students, including ELs, to explain the phenomenon of garbage and develop deep understanding of physical and life science core ideas. Finally, recommendations are offered for teachers interested in integrating computational modeling into their science instruction with all students.