This qualitative case study aimed to explore the role culture plays in influencing teachers' educational practices and literacy instruction with English language learners (ELLs). It sought to discover how monolingual teachers' experiences, successes, and barriers influence literacy instruction with ELLs in an elementary school in the midwestern United States suburbs. The study analyzed different perspectives of educators working with ELLs in order to understand the impact of culture on literacy instructional methods. Data collected through this exploratory research study included one-on-one virtual interviews using Teams as well as a virtual Teams focus group. Data analysis from the one-on-one virtual interviews using Teams and the virtual Teams focus group were coded taking common patterns and presenting themes across experiences. Themes that emerged may give insight that can be used to propose changes in the design and delivery of literacy instruction when teaching ELLs. Instructional practices could be shaped from the results in order to meet the needs of English language learners. The participants were educators in grades 3-5 at an elementary school in the midwestern United States suburbs who provide literacy instruction to ELLs on a daily basis. The theoretical framework for this research and analysis was supported by the intersection of the social cognitive theory, social cultural theory, and the theory of schema. A limitation of this study was that it was conducted in the summer; therefore recruiting participants was a challenge. [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.]