The two-year institution where I teach first-year composition serves multilingual students who excel, keep pace, or fall behind. In addition to these students, there are one or two whom I identify as "promising but struggling multilinguals." While this small but everpresent contingent attend regularly, submit work somewhat consistently, and engage with potential, their reticence is palpable and their attempts at assignments are uneven. Eventually, they disappear, withdraw, fail, or barely pass. Overlooked by instructors and scholarship, promising but struggling multilinguals are excellent candidates for individualized instruction. This article describes how I came to categorize a student as a promising but struggling multilingual. My recognition of this student functions as a starting point through which I developed an intervention consisting of bi-weekly 30-minute meetings, which I tested with my student's participation. This case study suggests that an instructor's regular individualized attention coincided with a promising but struggling multilingual's social and academic progress, a passing final grade, and professional development for the instructor.