In the United States English learners have performed at lower academic levels than their non-English learner peers (National Center for Education Statistics, 2020) demonstrating the need for a system that supports the academic growth of English learners in the general education classrooms. At a local level, the researcher has observed the limited use of accommodation, best practices, and strategies that support English learners in the general education classroom. These observations suggest a need for further exploration in the systems that support the academic growth of ELs at the local level. This mixed methods study explores the perceived relationship between a Collaborative Teaching Framework and the academic growth of English learners in an urban high school in North Texas. This study will highlight the perceptions of educators including administrators, teachers, and paraprofessionals involved in the Collaborative Teaching. The research questions will focus on the perceived relationship between the Collaborative Teaching Framework and the academic growth of English learners, the perceived relationship between the components of the Collaborative Teaching Framework and the academic growth of English learners, and the perceived catalysts and barriers to the academic growth of English learners. Data collection will be conducted through survey research. This study will conclude with recommendations that will support the academic growth of English learners through the Collaborative Teaching Framework. [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.]