This phenomenological study explored elementary educators' identified needs for effective professional development, focused on the instruction and assessment of English Learners (EL) in schools with low EL incidence. Addressing teacher preparation through effective professional development was guided by Bruner's (1960) constructivist theory and Knowles andragogy theory, specifically adult learning theory. The purposeful sampling for the individual semi-structured interviews included eight elementary Kindergarten through fifth-grade educators who had previously had an EL student. The teachers participated in a 45-minute Zoom interview. The responses were coded using descriptive focused analysis and In Vivo coding while anchoring. Three common themes were identified from an in-depth analysis of the transcribed interviews after multiple readings from anchor one and five from anchor two. Anchor one addresses the design and delivery of an effective PD, and anchor two reports on teachers' identified needs for instructing and assessing EL students. Anchor one included the presentation of material: workshop, in-person, visuals, is of sustained duration, two half days, two times a year; Role of the learner: active learner; Role of the facilitator: supports collaboration, offers feedback and coaching, and use of models of effective practice and identified resources. Anchor two included math instruction, reading comprehension instruction, assessments, using technology, and understanding EL proficiency levels to provide evidence-based instruction. The researcher then developed a PD template using the data from this study and research on effective PD and best practices for instructing and assessing EL students in low-EL incidence areas. [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.]