The increasing diversity in the K-12 student population in the US, particularly the rapid growth in the number of English learners (ELs) in urban and rural school classrooms and the continual homogenization of a White, female, teaching force create cultural and linguistic disconnections in the classroom. As research suggests, although classroom diversity and ELs' academic needs could be addressed by teachers' enactment of Linguistically Responsive Teaching (LRT) practices, most mainstream classroom teachers are not adequately prepared to implement these practices. Informed by the LRT framework, the study examined the teaching practices of EL teachers, particularly in rural school settings. Rural school settings continue to experience educational and sociocultural challenges that impact teachers' practices with diverse students. This study addressed two main questions: (1) What linguistically responsive teaching practices do rural teachers of English learners implement in their classrooms? (2) What factors shape the instruction of English learners? Two elementary teachers who taught ELs in a rural school in southeastern US during the academic year 2018-2019 participated in the study. Primary data were gathered through classroom observations and interviews and secondary data were obtained from text documents. Data analysis, which commenced with open coding, followed by focused coding and culminated in theoretical coding, also employed an iterative approach. Findings showed that the two focal study teachers implemented LRT practices across the six central tenets but not in the first tenet -- sociolinguistic consciousness. Findings further demonstrated that rural factors such as place-based awareness, limitations of rurality, support system, and rural upbringing shaped their instruction of ELs. Further research and professional development endeavors should focus on providing more opportunities for teachers to develop and sustain LRT practices. [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.]