This case study applied the Gap Analysis (Clark & Estes, 2008) approach in order to analyze, identify, and validate the knowledge and skills, motivation, and organizational influences and barriers that contribute to the English Language Learner (ELLs) achievement gap. This study focused on participants at Elementary School as its sample population. The study employed both qualitative and quantitative methods of research. Mixed methods were used to collect interview, survey, observation, and document analysis data from eight participants all whom teach in a seventh grade, single subject, self-contained class with emphasis on ELD instruction. The New World Kirkpatrick Model was used as the framework for evaluation. The four levels were planned at the beginning of the instructional design process. Level 4: It is the degree to which targeted outcomes occur as a result of the training and the support and accountability package. Level 3: Behavior is the degree to which participants apply what they learned during training when they are back on the job. Level 2: Learning is the degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training. Level 1: Reaction is the degree to which participants find the training favorable, engaging, and relevant to their jobs (Kirkpatrick & Kirkpatrick, 2016). This study demonstrated how school sites and other organizations may apply the Gap Analysis framework to identify and solve performance issues. [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.]