This qualitative case study was conducted to understand how professional development (PD) trainings strengthen teachers with the strategies to work with English Language Learners (ELLs). By responding to an online questionnaire, semi-structured interviews, or a focus group, primary educators working in Miami Dade County School District whose students identify as ELLs and who had received PD training prior to the COVID-19 pandemic shared their perceptions on how PD supports them with the tools to teach culturally and linguistically diverse students. The theoretical framework for this study was based on Vygotsky's zone of proximal development (ZPD) and Dewey's theory of experiential learning, with a strong emphasis on the relationship of social interaction and learning development, which creates a classroom environment that is most conducive for learning. A growing number of teachers who interact with ELLs lack the preparedness to support their academic needs. The research questions were (a) what strategies do teachers use to support ELLs' needs? (b) what types of PD provide primary teachers with the strategies to work with ELLs? and (c) how do primary teachers describe the role of PD in delivering teaching strategies for ELLs? Emergent themes revealed that participants used (a) manipulatives such as sentence frames and visual aids and (b) implemented culturally responsive teaching in their classroom. The school district provided limited numbers of PD training specifically catered to ELLs' academic needs. Participants expressed a strong desire to have more practical rather than informative training when providing pedagogy skills and knowledge. The goal of this study was to address the gap of literature on how PD trainings support teachers with the strategies to work with ELL students. While the study focused on the types of PD given to teachers, there is little evidence to explain how these trainings meet ELLs' academic needs. Further research is needed to examine which types of PD training are effective in instructing teachers to help ELL students achieve learning outcomes. [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.]