This qualitative study examined the influences of teachers' experiences on their perceptions of teaching English language learners (ELLs) framed within Mezirow's transformative learning theory. Eight teachers ranging from pre-Kindergarten to 12th grade participated in long interviews responding to a 10 item questionnaire. Each teacher provided stories detailing a personal disorienting dilemma, their critical reflections and reflective discourse events about the dilemma, and the actions which followed as a result of their learning experience. Major findings included participants' exposed vulnerability during the interview process. Participants experienced similar life events that mirrored the experiences of their ELL students. Participants believed their struggles facilitated relationships and teaching of ELL students. They also believed their adult learning experiences were empowering and they provided the impetus for ELLs to practice the skills necessary to empower themselves. The findings confirmed that self-awareness cultivated through an adult learning process has the potential to change an unjust and inequitable situation. This study underscored the necessity for reflective staff development that encourages understanding how personal learning experiences lead to social action and benefits educators. [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.]