Videoconferencing (VC) instruction has become more prevalent in education due to a variety of factors, one of which was the COVID-19 pandemic, which required online teachers to plan relevant and purposeful VC lessons. Secondary English Language Learner (ELL) teachers have expressed concerns about the quality of instruction being delivered. The problem for this study was that U.S. secondary teachers of ELLs had concerns when using VC for instruction. The purpose of this basic qualitative study was to explore the concerns that secondary teachers have about using VC with secondary ELLs. The concerns-based adoption model formed the conceptual framework of this study. The research questions focused on ELL teachers' perceptions of their concerns related to the use of VC and on how those concerns influenced their teaching practices. A basic qualitative approach was used to capture the insights of 12 ELL teachers through semistructured interviews; a purposeful sampling process was used to recruit the participants through social media groups. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that the participating ELL teachers were concerned about ELL student engagement with VC. Addressing these concerns would allow them to create a more supportive and productive virtual learning environment for learners, they indicated. This study may contribute to positive social change by increasing educators' knowledge of practices to promote effective ELL instruction via VC. [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.]