The ability to integrate online and engage in the mutual learning process with peers and instructors from multicultural backgrounds often poses a challenge for English as a second language (ESL) students. Al-Harthi (2005) and Liu et al. (2010) both shared that cultural and language differences have a negative impact on students' engagement in online courses and lead to poor academic acculturation. Learning styles are developed from cultural patterns and affect a student's approach toward and inclination to specific modes of online learning (Speece, 2012). Online education moves students from reliance on verbal communication to written and nonverbal engagement; this change is considered to be a more difficult language-production task than speaking, particularly for those who come from cultures in which verbalization is ingrained (Al-Harthi, 2005). This literature review aims to examine the evidence related to ESL students engaging in higher education online. The ultimate goal is to understand current themes, identify gaps, and provide recommendations for educators of online students who speak ESL.