There is a consensus that today's students in the U.S. are not prepared to fill the almost 1 million unfilled computing jobs in 2024. In the wake of the Computer Science For All initiative in 2016, advocacy groups, such as the Association for Computing Machinery, Code.org and the Computer Science Teachers Association, actively encourage diversity in computer science classes. However, there are large equity and opportunity gaps across the nation. Less than 20% of students taking the AP Computer Science exam are females, and even fewer are from traditionally underrepresented groups such as African American and/or Latinx. Fewer than half of K-12 schools in the United States offer computer science courses that would meet the K-12 Computer Science Framework standards definition. English Learners (EL), the second largest subgroup in K-12 education, is noticeably absent from the CS diversity conversation. The College Board does not collect EL data on AP test takers and discrepancies in defining CS make it difficult to collect universally comparable data around enrollment and achievement. However, more data have been collected on the efficacy of EL instructional strategies in some other technical subjects, notably science. Using data from both EL and CS research, instructional strategies can be employed in CS classrooms for maximum leverage. In this project, I employ a sequential explanatory mixed methods research design to address this gap in the research by surveying and interviewing experts in both computer science and English learner instruction. Quantitative survey data were collected using the Computer Science: Best Practices in Instruction for ELLs instrument along with open-ended questions. Qualitative data were collected through interviews of Computer Science and English Language teachers. The results of this study can inform state officials about the importance of implementing and supporting instructional strategies in CS courses and curriculum to ensure equitable instructional practices for all students, especially English Learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]