Demographic, economic, and immigration patterns have shifted in rural areas in the United States in recent years. This shift has brought to the increased number of emergent bilingual students (referred to as English language learners [ELLs] in this dissertation) in rural schools. With unique challenges, strengths, and realities in rural schools and communities, it is critical to understand the conditions of ELL teaching and learning in rural schools in order to improve the educational experiences for ELLs. The purpose of this study is to investigate the identity of elementary teachers who have worked with ELLs in a rural community in the southeastern United States. Specifically, the goal is to gain an understanding of the ethics and emotions, and teacher identities of three focal teachers. The research questions for this study are: "What roles do emotions and ethics play in three rural teachers' identities?" and "What factors appear to have shaped their teacher identity?" An understanding of teachers' identities and their ethics and emotions could inform teacher education and professional development practices. This qualitative narrative inquiry study employed a poststructuralist perspective on the theoretical constructs of identity, ethics, and emotion (Clandinin & Connelly, 2000; Foucault, 1997; Norton, 2000; Zembylas, 2003a). Participants were three elementary teachers who participated in a professional development project, lived and taught in the rural community, and had experience working with ELLs. Data were collected from in-depth narrative interviews with teachers as well as observations and field notes. Data analysis involved both narrative analysis and analysis of narrative data. A place-conscious ecosocial model is proposed as the theoretical framework of this study. Narratives from teachers reveal their ethical and emotional experiences in teaching ELLs. Research findings show how teachers responded to emotions in teaching by making ethical choices, including taking risks, advocating, and resisting various constraining forces. Moreover, their identity informed how they negotiated emotions and formed their own ethics in teaching ELLs. To conclude, this study calls for re-envisioning teacher education and professional development to capitalize on teachers' narratives and include a focus on ethics, emotion, and teacher identity. [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.]