The study reported here was conducted as part of a larger investigation designed to identify instructional strategies most beneficial for English language learners with disabilities. Other aspects of the investigation are examining the research literature, information from parents and students, and the effects of specific strategies. In this study, the goal was to determine which instructional strategies are recommended for English language learners with disabilities by teachers across disciplines (special education, ESL/bilingual education, mainstream content areas). Specifically, the purpose was to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English language learners with disabilities. Appended are: (1) Descriptive Data for Phase I, 30 Teachers; (2) Instrument Used in Final Data Collection; (3) Glossary of Strategies; (4) Data Used in the Analysis; (5) Sample Page of Content Area Survey for Reading; and (6) Use and Feasibility Data. (Contains 9 tables and 11 figures.)