This research investigates the beliefs and self-reported practices of teachers in an elementary school in the Southeastern United States, where the English Language Learner (ELL) population has grown significantly over the past ten years. The findings describe and clarify mainstream teachers' beliefs regarding the academic preparation of ELLs, as well as their interaction with the students' families and the institution's ELL teacher. Suggestions are offered as to how classroom teachers and language educators can work together to strengthen their relationships, and improve the academic achievement of the elementary school English Language Learner.