The purpose of this qualitative case study was to investigate Teaching English as an Additional Language (TEAL) in Brazil from the perspective of Brazilian public school teachers who came to the United States to take part in the Programa de Desenvolvimento Profissional para Professores de Lingua Inglesa (PDPI) [Professional Development Program for Teachers of English], following up on their experiences after their return to work under new governance structures. Three research questions guided this study: (1) What role does the Brazilian legislation play in supporting or hindering the focal teachers' English teaching and learning in the Brazilian public school system? (2) What support and/or resources do the focal teachers say they need to be able to teach their students according to the prescriptions of the Brazilian legislation? (3) What have been the focal teachers' experiences with teacher education and professional development (PD) in developing them to teach English? Findings for each of the research questions demonstrated that as the focal teachers engaged in TEAL in the Brazilian public schools where they teach, they faced a number of hindrances within the figured worlds of the Base Nacional Comum Curricular (BNCC) [National Basis for a Common Curriculum] and of government funding for education, due to misalignments between their "ideal" and "actual" expectations and practices. However, when faced with financial, technical, and pedagogical challenges, these teachers demonstrated their resilience in overcoming these hindrances by using their creativity and/or incurring in out-of-pocket expenses. Implications to policy, pedagogy and practice, and professional development are discussed: First, an exploration for why policies fail and the conditions needed for their successful enactment. Then, pedagogical practices such as the creation of teacher learning groups and the development of activity banks are encouraged for the continued support of teachers and students. Additionally, a deliberation on two overarching concepts connected to professional development is provided: (i) legal stipulations and policies establishing teachers' workload; and (ii) different configurations (i.e., face-to-face, hybrid, fully online) and opportunities for professional development (i.e., in Brazil, in other countries), aiming to afford further sharing of ideas and collaboration among teachers. Finally, three main recommendations for future research are proposed: First, an empirical examination of TEAL practices with public school teachers working in different regions of Brazil. Second, other empirical examinations of TEAL practices including teachers from all levels of the Brazilian Educacao Basica (i.e., equivalent to the K-12 system in the US). Third, an investigation of the effectiveness of Novo Ensino Medio and how the implementation of its suggested full-time program has impacted the student population. These three recommendations would afford new opportunities for a more in-depth examination--and consequent identification--of the figured worlds highlighted in this dissertation. Collectively, this study's findings revealed the resilience of the focal participants as they pursued their goals of creating more optimal conditions for their students to experience the English language in a meaningful and purposeful manner. [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.]