Teachers in Florida are tasked with the insurmountable job of teaching the curriculum, supporting their students socially and emotionally, and differentiating instruction and assessments for all students in inclusion classrooms. In Florida, students labeled as English language learners (ELLs) with varying English language proficiency are placed in mainstream classrooms with elementary credentialed teachers. Elementary teachers, for instance, are prepared with 300 hours of training to support ELLs. However, it is unclear how teachers of ELLs in mainstream inclusion classrooms grade those students, particularly in reading comprehension. This qualitative study examined elementary teachers' perspectives on grading English language learners' reading comprehension in English Language Arts. Data showed that four overarching themes highlighted the struggles that teachers face when grading ELL students. The first theme was the desire for differentiated instruction and assessment (modifying instruction and assessment to meet the needs of the ELL student). The second theme was teachers' stated perception of lack of resources to engage in this work. Third was a feeling of guilt and frustration that emerged when teachers talked about how they graded an ELL student. The final theme was teachers' desire to evaluate ELL students' progress as opposed to a focus on grades. [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.]