This qualitative study aimed to explore ESL teachers' and school leaders' perspectives of K-8 social studies content. Specifically, this study sought to answer the following guiding research questions: What are English as a Second Language teachers and school leaders' perspectives of self-efficacy among their English language learners? What are English as a Second Language teachers and school leaders' perspectives of unique challenges teaching English language learners? What are English as a Second Language teachers and school leaders' perspectives toward their professional development and educational resources to meet the linguistic and cultural educational needs of English language learners in the K-8 social studies content area? What are ESL teachers' and school leaders' perspectives of best practices for creating a culturally responsive and inclusive curriculum to find relevant connections among English language learners in K-8 social studies? A qualitative research design utilized a narrative research inquiry to explore individuals' experiences to understand how they shed light on the identities of their perspectives of their roles as ESL teachers and school leaders. This method allowed for stories to be gathered through many different forms of data, such as interviews, observations, and documents. Participants shared personal experiences in their profession as an ESL teacher or school leader found in single or multiple episodes and private situations. Interviewing was the primary method of data collection. Each interview was digitally recorded and transcribed by a third party. The research questions were answered through a series of open-ended interview questions. Coding and theming analysis were used to determine commonalities among participant responses. The following themes emerged: (a) Teacher Advocacy, (b) Positive Conducive Learning Environments, (c) Cultural and Language Barriers, (d) Academic Language and Standards, (e) Culturally Responsive Teaching, and (f) Language-Based Instructional Strategies. Findings indicated that there is a need for ESL teachers and school leaders to receive more quality research-based professional development and support to ensure English language learners perform successfully in K-8 social studies content. [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.]