During the Ohm’s Law activity, I offered my Spanish-speaking students the option to work together in groups rather than the groups I originally assigned. They opted to work together, and throughout the activity, they communicated primarily in Spanish. Written responses on the activity sheets were completed in English as all students in the group read at a proficient English level. However, allowing them to communicate in Spanish with their group and with me increased their willingness to complete the work; their overall performance on activity sheets was lower than average before then. Honoring students’ home languages creates opportunities for rigorous, accessible work.