Teachers may have students who are English Language Learners (ELLs) in their classes. In the Eastern Kentucky region of Appalachia, there are at times limited numbers of ELLs in regular classes, making effective modifications and accommodations challenging for regular classroom teachers. While the teaching of ELLs in regular classes is a nationwide topic, limited research has been conducted in this region of Appalachia related to the teaching styles of educators and how such styles relate to the instruction of English Language Learners (ELLs) in the educators' classes. This research study examined how the teaching styles of pedagogues in the Eastern Kentucky region of Appalachia related to their instruction of English Language Learners (ELLs) in their regular classroom settings. A consolidated quantitative survey that measured teaching styles and the pedagogue's perspectives related to teaching ELLs was administered. The statistical analyses of the results of the consolidated survey suggested that there may be a relationship between teachers with either an "Expert" or "Facilitator" style of teaching and their willingness to provide effective accommodations and instruction for ELLs. There were various limitations related to this study, which included the COVID-19 pandemic, limitations related to the survey instrument, and potential other limitations related to the instruction of ELLs. Suggestions for future study include research studies that might involve the two teaching styles of "Expert" and "Facilitator" and how these two styles relate to the instruction of ELLs. [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.]