The purpose of this study was to examine teachers' perceptions of preparedness for English learners in Mississippi content area classrooms. Specifically, the study examined the feelings and experiences teachers had on their preparedness for English learners. While researching teacher perceptions, the study also attempted to discover the reasoning behind their preparedness through pre-service coursework, professional development, and strategies of second language acquisition. A qualitative approach was used through interviews and a survey to investigate how teachers perceived their preparedness and expressed their experiences. Data was collected from ten Mississippi teachers throughout the state and analyzed by the researcher to identify emerging themes among the teachers. The researcher found three common themes of teachers' perceptions of their preparedness: preparation, practices, and perceptions. Each theme was discussed within the context of participants' responses and relevant literature. Implications and recommendations for university administration, professors, high school administrators, and teachers were given in reference to the data found throughout the study. [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.]