Nineteen students whose first language is not English (English Language Learners, ELL) participated in an action research study that focused on the marriage of an art education curriculum and literacy practice. The study introduced students to the consistent use of language in art education as a means to discuss, inform, explain, and demonstrate comprehension. During the 10 week study, data was collected through quantitative and qualitative methods, including observations, photographs, video recordings, audio recordings, student artifacts, student writing samples, surveys, interviews, and assessments to confirm findings. The data collected provides evidence of literacy development in English Language Learners through closely coupling art education and literacy practices. Analysis revealed successful strategies and routines that can be implemented in art education in order to aid in the language development of English Language Learners. The following are appended: (1) Consent Forms: Institution Support Form; (2) Parent/Student Consent Form; (3) Teacher Consent Form; (4) Parent Survey; (5) Student Demeanor Survey; (6) Student Learning Styles Survey; (7) Unit One: Frida Kahlo and Self Portraits; (8) Unit Two: Nichos and Important People; (9) Unit One Pre-Assessment; (10) Unit One Post Assessment; (11) Unit Two Pre-Assessment; (12) Unit Two Post Assessment; and (13) Student Rubric and Assessment Sheet.