Educational rounds are a collaborative systemic approach used to augment teacher instructional practices. The problem is educational rounds' affect on teachers of English learners and their academic achievement is under researched. The purpose of this qualitative phenomenological study was to explore teacher perceptions of their ability to provide high quality instruction to English learners in reading by understanding the meaning of their educational round experience. Research questions explored how teachers of English learners in a Title I charter school in a small district in North Texas perceive the effects of educational rounds on teacher efficacy and how new knowledge of educational rounds is transferred into their instructional practices. While literature exists on educational rounds, the gap in the literature is the affect educational rounds have on teacher efficacy and instructional practice when referencing English learners. Bandura's and Vygotsky's social learning theories were used to investigate human social behavior. Criterion purposeful sampling was used to gather a sample size of 15 participants. The first 15 teachers who agreed to participate were selected. Data were collected using interviews, observations, and participant essays, and analyzed using Braun and Clark's six-step data analysis and the qualitative analysis software NVivo 12. Four key findings emerged from the data: (a) constructive feedback, (b) collaborative, (c) best practices, and (d) teacher toolkit. Future recommendations call for exploration of student individual achievement from educational rounds. [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.]