The percentage of multilingual learners in U.S. public schools is steadily increasing, and by 2025, an estimated 1 in 4 children nationally will be multilingual learners (National Education Association, 2020). Simultaneously, there has been a significant shift toward linguistic diversity in two and four-year colleges. Yet, there is little research on how to support English Learners (ELs) as they transition from high school to college. Given the extensive reading demands placed on students in their first semester of college, supporting ELs' academic reading skills is an area that requires greater attention, especially since strong literacy skills are necessary for students' academic achievement in college. To bolster students' success throughout this transition, we argue for three areas of focus: building metacognitive reading strategies, infusing academic language instruction into content area instruction, and finally, utilizing translanguaging, code-mixing, and L1 supports in the L2 classroom, which can provide students with the tools for success in both English and content-area courses throughout their college careers.