This two-phase sequential mixed methods research study examined the effects of targeted instructional craftsmanship training on the perceived self-efficacy and attitude of elementary and middle school teachers of English language learners. A sample of elementary and middle school content area teachers of English language learners (N = 132) completed a modified version of the "Teacher Sense of Efficacy Scale" (Tschannen-Moran & Woolfolk Hoy, 2001) and the "Munroe Multicultural Attitude Scale Questionnaire" ("MASQUE"; Munroe & Pearson, 2006) for the quantitative component of the study. A control group of teachers who did not receive the training provided the study with the comparison group (N = 65). A MANOVA statistical analysis resulted in no significant difference between the experimental and control groups in regard to improved levels of perceived self-efficacy and multicultural attitude. The study then followed with 10 (N = 10) individual interviews with trained participants to probe or explore the results in more depth, which comprised the qualitative portion. During the qualitative phase, participants were asked to engage in an EL teacher ranking scale based on the Self-Anchoring Scale (Kilpatrick & Cantril, 1960), which asked the participants to provide their descriptions for the ideal and worst teacher of English language learners. They then ranked themselves at the present, past, and future based on their own criteria, providing the reasons for their rankings. Analysis of the open-ended interview protocol produced 4 emergent themes from the qualitative data: (a) The content of the training positively affected teachers' level of perceived confidence and effectiveness in teaching English language learners, (b) perception of the training structure and lack of school site support negatively affected teachers' level of perceived confidence and effectiveness in executing the training strategies, (c) the content of the training positively affected teachers' levels of understanding and empathy toward English language learners, and (d) implementing the strategies from the training positively affected teachers' expectations of English language learners. Three substantial concluding findings are discussed: (a) Receiving training in proven effective teaching strategies increases teachers' perception of their confidence and effectiveness in teaching English language learners, (b) one barrier to increasing teachers' feelings of self-efficacy is the participants' perceptions of the training format and implementation, and (c) systematic and consistent follow-up and support at the school sites are crucial to effective staff training. Findings from this study provide evidence to support the need for training follow-up, specifically by instructional coaches, to increase the perceived teaching self-efficacy of and, in turn, the attitude of teachers of English language learners. Recommendations for practice and future research are presented. [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.]