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Background and Context: The study was conducted in a special education classroom in an elementary school with multilingual Latine students, utilizing a computer science curriculum focused on community-based environmental literacy. Objective: This study explores the experiences of diverse elementary students with disabilities in learning computer programming and identifies instructional strategies that enhance their learning within a culturally sustaining curriculum. Method: An exploratory case study approach was used to examine students’ learning experiences and teachers’ instructional strategies during curriculum implementation. Findings: Students who typically did not engage with peers collaborated effectively, and those with behavioral and performance difficulties exhibited heightened engagement. Instructional strategies included multisensory engagement and connecting environmental and computational concepts to real-life situations. Implications: The result underscore how a culturally sustaining computer science curriculum can empower diverse students, foster inclusivity, and leverage their strengths through effective teaching practices.