The problem addressed in this study was that teachers have limited practices to support students who are designated English language learners (ELLs), and educators were prepared to support ELL students. This lack of preparation affects students' success. The purpose of this qualitative instrumental case study is to observe the strategies and support that educators utilize to teach ELLs and help ensure they are academically successful and aid in closing the achievement gap compared to their English Only (EO) peers. Max Muller's language theory guided the theoretical framework for this study. A qualitative instrumental case study included participants who had at least 1 year of experience teaching ELLs. Eleven participants completed the semi-structured open interview via Zoom, and 10 participated in the Zoom focus group. The interviews were transcribed, and information from the data was collected and entered into NVivo qualitative data analysis software. From the NVivo software, codes, categories, and themes were developed from the data collected. Three research questions and seven themes were developed from the data collected. The themes allowed the researcher to understand the educators' lived experiences and their perceptions and self-efficacy in supporting ELL students in their classrooms. Some of those themes included professional development, adaptability, community in the classroom, and self-efficacy. There were two recommendations for practice: give adequate and relevant ELL professional development regularly and focus on community in the classroom. There were three recommendations for future research: increasing the sample size, expanding across more school districts, and branching out to other states. [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.]