The problem is English language learners (ELLs) in adult education and college programs in the United States need support in achieving learning goals due to a lack of qualified English as a second language (ESL) teachers in their home countries. The purpose of this basic qualitative study was to understand how ELL students in Indiana perceive the impact of non-native ESL teachers in their home countries on achieving their learning goals in U.S. adult learning and college programs. This study focused on ESL learners in Indiana and administered 18 questionnaires to participants. Data collected were analyzed using the inductive thematic analysis approach. The theoretical framework is based on Krashen's natural order language theory and Vygotsky's social development theory. The findings revealed that ELLs face different experiences with non-native English language instructors in their home countries, hindering their English language proficiency and success in Western academic institutions. The findings suggested that improving English can enhance ELLs learning experiences, help them achieve high learning goals, and open job opportunities. Recommendations included exploring the effectiveness of language material, developing online practice opportunities, increasing the number of qualified English teachers in non-native English countries, and providing opportunities for ELLs to practice English through social language environments. The research findings can potentially bring positive social change for ELLs at the individual, family, academic, institutional, and societal/policy levels. [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.]