The number of English language learners (ELLs) has increased. The problem is ELLs in a middle Tennessee Charter School network meet challenges in achieving English proficiency, thus limiting academic and social prospects. The purpose of this quantitative correlational study was to determine if there was a relationship between leader-led professional development in the field of ESL and scores year over year on the WIDA ACCESS assessment in a Tennessee Charter School Network. The gap in the literature was that no studies connect the importance of leadership with teacher development in English as a second language (ESL). The theoretical frameworks used in this study was based on transformational leadership theory and WIDA English Language Development Standards Framework (ELDSF). Leader-led professional development on ESL and ELL achievement in the WIDA ACCESS test in a Middle Tennessee Charter School network has a relationship that must be examined further. The research methodology and design chosen for this study was a quantitative correlational study. The population being sampled were ELLs enrolled in the charter network. The sample size required was 115 to maintain proper alpha levels. The selection criteria came from ELLs enrolled in the charter network's school actively receiving ELL services in 5th through 7th grade during the 2021-2022 school year and 6th through 8th grade during the 2022-2023 school year. Data were collected by permission and included archival and survey-collected data. This study's results showed a strong correlation between leader-led PD and WIDA ACCESS assessment scores increasing. [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.]