This study examined the effectiveness of a literacy-infused science (LIS) intervention on science learning of ELs from rural schools in the U.S.-Mexico border area. The intervention consists of teacher-level virtual professional development (VPD) and virtual mentoring and coaching (VMC), as well as a student-level LIS curriculum. Results from repeated measures ANOVA revealed that participating ELs improved their science learning outcomes after one year of learning, and ELs who received the LIS intervention significantly outperformed their peers who received regular science instructions without too much emphasis on literacy. Implications for science instructions for ELs and supporting rural school districts are discussed.