The population of English learners (ELs) in the United States continues to grow. However, ELs demonstrate lower academic achievement when compared to non-EL students. The problem addressed in this study is that many teachers do not feel prepared to utilize strategies and supports to improve Long Term English Learner's (LTELs') low literacy skills. The purpose of this basic qualitative study was to explore secondary teachers' experiences of supports to improve literacy for LTELs. Krashan's second language acquisition theory was used to guide this study on how students acquire a second language. The first research question was about secondary teacher's experiences of supports to improve literacy for LTELs. The second research question was about how secondary general content area teachers' experiences compare to secondary EL teachers' experiences. Purposeful sampling was used to select six secondary general content area teachers and six secondary EL teachers for a total of 12 study participants to share their experiences through semistructured interviews. Data were coded using In Vivo Coding to identify themes and categories. This study may serve as an impetus for social change by informing educators and school districts on teacher experiences of supports needed to improve literacy for LTELs, which may lead to improvement in addressing LTELs' academic needs to gain the necessary English proficiency skills to exit an EL program and raise academic achievement. [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.]