Establishing classroom routines that provide students with the opportunities to learn and successfully apply the language of science is a daunting task. With minor variations, research has shown that effective and comprehensive vocabulary programs share four common elements: they are rich and varied language experiences; they teach well-selected words; they teach word-learning strategies; and they foster word consciousness. These components can be presented independently. However, powerful learning occurs when they are combined. Interactive word walls are a viable teaching strategy that effectively incorporates the four components of a comprehensive vocabulary program along with a visual foundation for students to anchor learning. This article describes an effort to build science content understanding and support the language of science by implementing student-generated interactive science word walls in a bilingual elementary school in central Texas. (Contains 1 table, 6 figures and 1 online resource.)