In large introductory science courses at the postsecondary level, there is significant anecdotal evidence of traditionally underrepresented students disengaging from the lectures, resulting in withdrawals or failures. Because these science courses often fulfill graduation requirements and provide the students with broad introductions to basic scientific principles, success in these courses is paramount to students' success at the postsecondary level. In this paper, we illustrate how integrated learning communities contribute to the development of positive attitudes and beliefs necessary for the success of ELL students, and suggest strategies for enhancing students' self-regulation. (Contains 5 tables and 1 figure.)