The purpose of this practice to theory article is to present educational leaders with critical considerations for multimedia instructional content for emergent bilinguals (EBs) in dual language programs and other EB academic settings. EBs' academic development and achievement are advanced when multimedia instruction is intentionally designed to address language inputs and science of learning principles for multimedia instruction. Instructional leadership practices for emergent bilinguals may benefit from an understanding of the connection between the science of learning principles for multimedia design and second language learning. This article begins with a brief discussion of EB instructional leadership and continues with an overview of language inputs and dual language instruction. Next, it introduces the cognitive theory of multimedia learning and science of learning principles focused on for this discussion. The article concludes with an example of the science of learning principles applied to a second language lesson and considerations for EB multimedia instruction design as educational leaders provide EB instructional leadership in schools and school districts.