An issue in education today is the lack of effective teaching methods for immigrant and emergent bilingual students. Mathematics teachers of students that speak English as a second language face particular challenges because of the complexities of math vocabulary words, which may bring more confusion. My study examines methods one secondary teacher implemented when she taught immigrant and emergent bilingual students mathematics. Specifically, my study looks at the actions she took to teach effectively so her students could receive a meaningful education where they were successful in mathematics. The findings show four general methods this teacher displayed including normalizing and operationalizing support, displaying supportive teaching methods, promoting English language development and teaching the language of mathematics. The theoretical perspective driving this study, care theory, as well as her critical awareness, drove this teacher to engage in the actions described by the findings above. [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.]