Despite the growing number of English learners in the United States, teachers continue to report that they do not feel well prepared to support English learners. It is critical to offer quality professional development accessible for all teachers and to engage teachers in exploring teaching applications involving English learners. In this study, the authors describe a yearlong strengths-based professional development program with a focus on engaging educators in reflections on their teaching beliefs and practices. Based on both quantitative and qualitative data, the researchers report teachers' beliefs and practices and highlight the impact of the yearlong professional development. Discussions and recommendations regarding future professional development efforts to support teachers working with English learners are provided.