The problem for this study was that an average of 60% of eighth-grade English Language Learners (ELL) in one Virginia county were not meeting reading proficiency based on Virginia Standards of Learning. A basic qualitative design was used to explore teachers' perspectives on their successes, challenges, and the resources they need to teach eighth-grade ELLs in reading. The resulting project was a three-day culturally responsive professional development training for English language (EL) teachers. Krashen's language acquisition theory was the conceptual framework used to explore teachers' perspectives on their successes, challenges, and the resources necessary to teach eighth-grade ELLs. Learning should occur in a natural environment focused on realia, movement, and authentic projects. The research questions addressed teachers' perspectives on their successes, challenges, and resources needed to teach eighth-grade ELLs. Data was gathered from seven participants using seven semi-structured, open-ended interview questions. The resulting data were thematically analyzed and coded. The results and the project were based on the following five emerging themes: (1) lesson planning and delivery; (2) language proficiency with communication; (3) individualized instruction; (4) connecting background knowledge; and (5) effective professional development. The project study may benefit positive social change by offering strategies and approaches for improving classroom instructional practices for EL school districts that will increase the academic achievement of ELLs. [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.]