Identified English learners are students from a home where a language other than English is spoken and who are in the process of acquiring English. These students participate in diverse educational programs, representing over 10% of the United States' student population. Many English learners experience English immersion with teachers who have diverse preparation and perceptions on how to instruct them. Therefore, understanding teachers' perceptions toward the instruction of English learners can help illuminate current practices and beliefs teachers in a general education setting hold when servicing English learners. This qualitative study aimed to explore the perceptions of public education elementary teachers toward the instruction of English learners. Ten participants joined a semi-structured interview via an online video platform. All reported being New York State elementary school teachers with various years of experience, teaching in a general education classroom, and who only spoke English. This study sought to understand teachers' perceptions of using the home language with other practices and their efficacy in teaching English learners. The themes that resulted from theoretical coding included: (1) use of the home language; (2) diverse expectations on practices and strategies; (3) teacher-reported efficacy; (4) additional professional development; and (5) request for new structures. Teachers expressed needing more preparation and resources to instruct. Teachers also reported having mixed feelings about using the students' home language in instruction. Their responses to the self-efficacy questions appeared to be influenced by the professional learning opportunities and the support they received from other educators, such as the English as a New Language- ENL or English as a Second Language- ESL teachers. Suppose New York State wants to continue to provide equitable opportunities in a culturally and linguistically diverse state. In that case, New York must enforce policies requiring all teachers to receive additional training and support that builds teachers' capacity to service English learners. Improving systems and structures that include regulated opportunities for collaboration, training in-service elementary education teachers of English learners in a general education classroom, and implementing specific teaching strategies are potential areas to make progress in improving teacher effectiveness and efficacy. [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.]