Teachers, both mainstream and English as a New Language (ENL), are cognizant of the many languages and learning ability levels of ELLs. They struggle to address the challenges presented by this population of students. Districts with large or small ELL populations face similar challenges: how can mainstream content be made comprehensible to ELLs to develop core content concepts; language skills; and empower students to learn the tools of technology? In this case analysis, Shideler's approach had been to use data to create intentional curriculum. The intentional approach had teachers analyze data, identify the specific performance indicators (PI) proven to be difficult, and isolate the linguistic demands to design a project-based learning (PBL) unit that exemplified four strands (PBL be based on mainstream content area curriculum; focus on the academic skills required for the identified PI; focus on the language development needed; and it integrates technology to enhance learning). Shideler concludes that the experiences with the ELL teachers proved that they can develop successful, intentional syllabi, and the result was that the ELL student performance levels had repeatedly shown to significantly increase as a result of these strategic learning experiences.