This article focuses on a critical issue in STEM education: preparing novice secondary school teachers to provide effective science instruction to the rapidly growing population of students from language minority groups who traditionally have been underserved in STEM education and who are underrepresented in STEM degrees and careers (National Academy of Sciences [NAS], 2010; Oakes, Joseph, & Muir, 2004). This issue is both salient and timely. With the coincidence of the implementation of the Common Core State Standards [CCSS] (Common Core State Standards Initiative, 2010) in English language arts and mathematics, and the recently released Next Generation Science Standards (NGSS; Achieve, 2013), science teachers and teacher educators alike are faced with new challenges in regard to the integration of authentic scientific and literacy practices in science classrooms. The authors present an instructional framework (Secondary Science Teaching with English Language and Literacy Acquisition [SSTELLA]) that reflects the reciprocal and synergistic relationships among science, language, and literacy. The authors argue that this integrated model can be infused into secondary teacher preparation in ways that lead to improved teacher practice in terms of teaching English learners (ELs) and improved student achievement in science.