Over the past decade, there has been a considerable increase in the number of international schools, students attending such schools, and staff required for numerous positions at international schools. The problem was some elementary students attending an international school in Saudi Arabia presented with English language acquisition differences which created a barrier to learning. Research on elementary-aged students who are simultaneously learning the English language and subject content is limited, leading to a knowledge gap for educators. The purpose of the qualitative exploratory case study was to explore perspectives of elementary teachers' experiences with English language learners (ELLs) in an international school in Saudi Arabia. The theoretical framework incorporated application of the dimensions of Maslow's hierarchy of needs and dimensions of Gardner and Lambert's motivation theory. Research questions were based on elementary teachers' perceptions, challenges, and understanding of the growth of language acquisition for ELLs in an international school in Saudi Arabia. The qualitative exploratory case study was based on the responses of 16 elementary school educators to a questionnaire and one focus group of six participants from a total population of 53 teachers. Data were analyzed via thematic analysis using MAXQDA Analytics Pro to compile, code, organize, and display qualitative data. Connection, communication, motivation, resources, and skillset were themes which emerged. Findings revealed opportunities for leaders to revise school policy as it relates to 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.]