The purpose of this case study was to explore first and second grade teachers' knowledge and perceptions of African American Language (AAL) and its speakers, as well as implementation of instructional practices for supporting African American students whose first language is AAL, a form of Ebonics, in acquiring proficiency in SAE and accessing the school curriculum. Using sociocultural theory and language theories as the conceptual framework, the researcher examined classrooms for discourses and practices that reflected an acknowledgement and respect for the role of language and culture in African American students' opportunities to learn. This qualitative study used interviews, observations, and analysis of teachers' feedback on African American students' writing from first and second grade teachers. Triangulating these forms of data informed the researcher about teachers' perspectives, knowledge, and interactions with speakers of AAL. Data analysis revealed that teachers in this study did not have a firm understanding of AAL and its cultural and linguistic features. Additionally, classroom discourses did not allow opportunities for African American students to use AAL or for students, in general, to use language to construct knowledge. Teachers' instructional practices and their responses to interview questions demonstrated limited knowledge of AAL and few instances of building on African American students' home language as a tool for learning. The study identified important implications for educators and educational leaders. There is a need for on-going professional development about AAL and instructional practices that enable educators to meet the needs of AAL speakers. Educators who have an understanding and knowledge of AAL and its cultural features are better equipped to instruct students in ways that validate and support the culture and language of speakers of AAL for positive learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]