Tracking and other practices of homogeneously grouping students by so-called ability level remain a norm in American classrooms, despite decades of research highlighting how they disserve and even harm student learning. Heterogeneous grouping, by contrast, benefits struggling learners, a conclusion supported by a substantial body of research. Some of that research cautions, however, that these benefits may be perceived as coming at the expense of higher-performing classmates' learning. This article reviews the literature, contemporary case studies, and the author's personal experience to argue for, and provide specific models of, a heterogeneous English language arts (ELA) classroom. These models use deliberate practices of differentiated instruction to serve learners at all ability levels, and furthermore do so in a manner that integrates the possibility for students to earn "honors" credit. The article argues that ELA is perhaps the ideal discipline in which to enact such structural shifts, creating heterogeneous classrooms that work to the advantage of all learners.