This paper presents the findings of a qualitative study aimed at determining if there is a need for professional development for teachers that would positively change their dispositions to teach English language learners. The growing number of English language learners in public schools often surprises teachers who have not had professional development for instructing non-native English speaking students. Survey data was collected from 23 teachers grades P-4 and interview data from five teachers. The researcher explored three topics: (1) the regular classroom teacher's disposition toward English language learners, (2) the regular classroom teacher's sense of self-efficacy in regard to English language learners, (3) and knowledge of developmentally appropriate practices for English language learners. Teachers self-report in two school districts in the Ozark region of northern Arkansas that they have positive dispositions towards ELLs. These teachers are in favor of professional development to be better equipped to teach ELLs and to raise their sense of self-efficacy. The paper concludes with the results of the self-report questionnaire and interview data along with implications and suggestions for future research. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]