This monograph explores the intersection between Learning Support and EAL and provides guidance for identification, student support, professional learning and program design. Authors argue that the question of whether a student should be placed in an EAL (English as an Additional language) or Learning Support program is the wrong question; instead, educators should be asking how to best support all students to succeed, regardless of their language proficiency or academic needs. Strategies for creating inclusive learning environments include providing high-quality instruction that is tailored to the individual needs of each student, creating a welcoming and supportive learning environment where all students feel valued and respected, providing opportunities for students to collaborate with their peers and to build relationships with their teachers, using a variety of assessment tools to gather information about each student’s learning needs, developing individualized education plans (IEPs) that outline the specific supports and services that each student needs, and collaborating with parents and other professionals to ensure that all students receive the support they need to succeed.