This study explores the implementation of the engage2Learn program among English as a Second Language (ESL) educators in the Providence Public School District and its impact on student outcomes over three years (2021-2023). Utilizing Grade 1-5 WIDA ACCESS scores, this study examines cohort differences in change in student proficiency levels before and after e2L coaching. The results indicated positive associations between e2L coaching and ELL student ELA proficiency as indexed by year-over-year growth in WIDA Access scores. In addition to the overall effect of e2L coaching, ELL student growth was greatest among students of teachers who earned two or more e2L best practice badges. Qualitative data in the form of teacher surveys supported the quantitative findings with positive feedback from participating educators. These educators also noted that they had actively integrated e2L coaching strategies into their daily teaching practices. The study suggests a significant benefit when ELL teachers build capacity in educational best practices aligning with high-quality ESL program characteristics. Despite some limitations including non-random assignment of teachers, the study provides insights for educator professional development, ESL policymakers, and educators.