Many teachers struggle to engage English Learner students in the classroom as they feel students may be disconnected both academically and socially. In addition, many teachers have minimal intercultural experiences and limited training that could help them connect with these students. This qualitative study seeks to explore the use of video analysis as a professional development tool that would serve as a mirror for teachers who are focused on enhancing English Learners' engagement in the classroom. The study participants were six teachers who teach sheltered English instruction classes at the Freshman Academy and High School. Data was collected over a three-week period using interviews, video recordings, surveys, and journal entries. The study results indicate that using video analysis as a professional development tool was perceived by teachers as having a positive impact on their teaching practices and attaining higher levels of student engagement among English Learners. [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.]