This qualitative phenomenological study aimed to better understand elementary school educators' experiences and perceptions concerning the availability of professional development opportunities and their ability to apply the learned information. The problem addressed in this study was the lack of professional development training educators received to support students' second language acquisition to meet the yearly expectations in Dual Language programs (Griffin et al., 2017; Rios-Burke, 2022; Wu, 2021). Two research questions were applied to address the problem and purpose of this study. The 13 participants, recruited through social media, formed the sample population of Dual Language educators within public schools in New York City. Data was collected via Zoom through an interview. The holistic biliteracy conceptual framework supported the purpose of the study by understanding educator's perspectives regarding professional development. The themes created from the first research question were school-centered, district-mandated, and limited educator-centered professional development available for Dual Language educators. The themes that emerged from the second research question were the focus on English-only instruction, the lack of support for students and educators, administrators needing to understand language needs, and the planning and pacing of curriculum available only for monolinguals. The availability of professional development not only increases educator efficacy in the classroom, but by focusing on language development, it will increase ELL students' ability to receive differentiated instruction that will impact students' linguistic skills. A recommendation for future researchers is to quantify students' evaluative tools to measure students' language acquisition for English learners. Future researchers should also determine the factors that are hindering students' academic success in Dual Language programs. [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.]