In this qualitative study using participatory action research (PAR), educators explored how to understand and implement culturally and linguistically responsive pedagogy (CLRP) and joyful learning strategies to support Chinese ELLs. In PAR project and study over 18 months, we focused on building teacher capacity in working with Chinese ELLs in math instruction to elevate joyful learning. As we engaged in professional learning, I worked with a Co-Practitioner researcher (CPR) group, conducted PDSA (Plan, Do, Study, Act) cycles of inquiry, and supported teachers to select and implement CLRP joyful learning teacher practices for Chinese ELLs. I collected and analyzed data from the field notes, observations, post-observation conversations, and reflective memos. We co-developed an evidence-based observation tool for joyful learning practices. As a result of the study, we gained more insight for educators on how to improve equitable joyful learning experiences and better support Chinese ELLs. First, creating a sense of belonging and gracious space through coaching and peer relationships was a critical step in our ability to cultivate teacher capacity. Teachers transferred their sense of belonging and learning in a gracious space to cultivating relational trust with and among students in a safe and welcoming classroom environment. Secondly, joyful learning strategies and CLRP practices included more opportunities for peer dialogue and choice; teachers promoted student agency for independent learning. As a result, teachers and leaders in schools and districts can benefit from our tools and study findings. The processes we used for professional learning are transferable to multiple contexts. [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.]