Fifty-six participants including 43 native English speaking students, 13 ELLs, and their three instructors were chosen from three general chemistry 111 classes at a community college in the Rocky Mountain region. Out of these 13 ELLs who volunteered to participate, seven were selected for in-terviews. In this mixed methods approach, surveys, classroom observations, semi-structured interviews, and artifacts were used to understand how ELLs’ attitude toward chemistry, their primary language, and other factors influenced their learning of chemistry.