The Science, Technology, Engineering, and Mathematics for English Language Learners (STEMELL) program, a five-year Noyce Phase I Program, is a partnership between an urban college and its local community school districts in the northeastern part of the United States, that continues to prepare highly qualified science and mathematics teachers to teach English language learners (ELLs) in mainstream urban high-need secondary classrooms. This innovative school-centered and needs-based model is one that consists of reform based efforts that provide induction and epistemological growth supports that produce demonstrated positive impacts on teacher competency, and on the science and mathematics achievement of high-need, low-performing urban students in grades 7 through 12. Our overarching goal is to strengthen our understanding and implementation of critical elements inherent to carefully crafting and enacting pedagogical practices that are aligned to meet the teaching and learning needs of this special population of students. The STEMELL program has sought to provide participants with a rigorous teacher-preparation and certification program that includes opportunities beyond university subject-major coursework. The program includes a rigorous internship experience, Saturday seminars, additional advanced coursework, direct support through mentorship opportunities, availability of project staff who facilitate access to resources, and support with job placements. Students have been recruited from the College's undergraduate population of mathematics and science majors. In the fall 2014 semester, STEMELL admitted its first cohort of participants (referred to as "Scholars"), serving a total of seven students (Cohort 1). In fall 2015, the program admitted an additional eight Scholars to serve as its second cohort (Cohort 2). In fall 2016, the program admitted its final cohort (Cohort 3) of eight Scholars, with an additional two beginning in January 2017, for a total of 25 students admitted and served by the project at the time of this report. In this paper presentation, we share some of the major findings from the third year of STEMELL's implementation.