This study investigated the frequency and means by which bilingual students helped each other and their limited English proficient peers in content classes while working in small, heterogeneous groups as they implemented a reading strategy: collaborative strategic reading. Overall, students in groups spent large amounts of time engaged in academic-related strategic discussion and assisted one another in understanding word meanings, getting the main idea, asking and answering questions, and relating what they were learning to previous knowledge. Furthermore, each group provided some explanation in Spanish. Students' scores on English vocabulary tests improved significantly from pre- to posttesting. Results revealed that students' helping behaviors were facilitated by the provision of specific instruction in how and when to help their peers.