A demand exists to better prepare elementary teachers to improve math content and pedagogical competence to teach math to English language Learners (ELLs). The Quality Teachers for English Learners grant-supported teacher training program addresses the demand by examining if program graduates adopt linguistically and culturally responsive math teaching (LCRMT) practices at their own classrooms with ELLs. Mixed methods are used with 3 teachers' observation and interview data as well as 8 teachers' math content and pedagogy survey data. Sociocultural activity theory is used as an analytical framework to analyze the data, which also allows a comparison of the university training system and the school-based classroom teaching system. Findings reveal that teachers demonstrated LCRMT strategies but lacked adopting them for ELLs.