Integration of vocabulary tools into content specific curriculums may ultimately provide students and teachers with the opportunities to address the overwhelming breadth of vocabulary that exists in the Ohio Academic Content Standards (OACS). In an effort to overcome the language barrier that exists in science curriculums, students and teachers need to be able to spend time discovering meaningful applications and strong connections to content through the establishment of “deep word knowledge” rather than struggling with misconceptions and inadequate comprehension due to mandated state curriculums. This study investigated the possible benefits provided by language interventions in a secondary science setting with the goal of determining acceptable and attainable teaching methods capable of covering state academic content standards laden with large amounts of new vocabulary. The vocabulary interventions utilized with the experimental group demonstrated effectiveness for increasing student comprehension rates as seen through quantitative analysis of pre- and post test assessment scores.