This study investigates the impact and experiences of students designated as English Language Learners (ELLs) as they engage with student-centered worked example videos (WEVs). Students from two southwestern high schools collaborated and provided their experiences as they watched WEVs and worked through four slope calculation problems. Although high school ELLs are placed in appropriate mathematics classes, the WEVs they engage with, by design, do not consider their diverse educational needs, one of which is the amount of cognitive load experienced when watching the videos. Through this Multi-Phase Mixed Methods study, I begin to understand inclusive design practices for WEVs, in which ELLs will not experience cognitive over-load, and as a result, will receive the needed remediation and/or instruction and develop concept proficiency through active learning as they engage with the videos. The research finds that specific design principles, closed captioning, conversational narration, and music, reduce cognitive load and provide ELLs a familiar and safe space from which to engage with mathematical content.