The issue of school achievement among k-12 English language learners (ELLs) has grown in recent years to become one that policy makers and school officials can hardly afford to ignore. A range of indicators including graduation rates, and Florida's High stakes test the FCAT, attests to this general trend. English language learners in Florida are overwhelmingly mainstreamed in content classes and it has become the responsibility of teachers to provide a comprehensible and meaningful education to those not proficient in English. This study attempts to determine whether district training sessions in Florida are adequately covering state-mandated content areas for the ESOL endorsement; it asks to what extent secondary school in-service teachers agree or disagree that they received the appropriate amount of instruction; and seeks to ascertain whether the trainings being studied will prepare them to educate the myriad of English language learners who are mainstreamed into their classrooms each year. (Contains 3 tables.)