This study synthesizes research linking Long-Term English Learners (LTELs) and strategies necessary for teachers to implement in order to address their learning needs. The purpose of this study was to provide targeted professional development (PD) training in English learner (EL) strategies and best practices based on the California English language development (ELD) framework and California English learner roadmap (CELR) and to observe if this PD would change teacher practice in the classroom for LTELs. The goal was to find ways to provide access and support for core content academic courses to meet the needs of Latinx LTELs in the classroom, school, and district. I sought to identify ways teachers and administrators can better support Latinx LTELs in obtaining access to core academic courses to be college and career ready. I explored the strategies, practices, and conditions surrounding teacher PD in relation to the growing number of LTELs. For students to build necessary language skills, actively engage in academics, maintain their language and culture, and become a successful multilingual learner, state standards must be utilized to provide meaningful access to curriculum and high-quality English Language Development (ELD) programs. The number of LTELs in the United States has continued to rise. From 2008-2009 to 2015-2016, the number of secondary school students classified as ELs for 6 or more years increased by 20 percentage points (CDE, 2023b). Since the number of English Proficient (EP) students has grown tremendously in the last few years, it has become a critical issue of focus in education to examine schools that have been successful in supporting their ELs. This resulted in an in-depth understanding of best instructional practices for Latinx LTELs in a continuation school setting. It is imperative that teachers and site and district administration contribute to a culture of learning for Latinx LTELs to move towards access to core curriculum and engagement in educational opportunities. [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.]