A plethora of literature exists concerning teaching English Language Learners (ELLs); however, there is limited research that seeks to address teaching strategies, teacher preparation, and professional development and their effects on the achievement of ELLs at the local level. The focus of this case study was to analyze faculty choices pertaining to teaching strategies, and how professional development and training affect classroom instructional strategies for ELLs at Young Achievers Academy. Data were collected through qualitative methods including questionnaires, initial interviews, and focus group interviews. The analysis identified six themes, along with subthemes:1) Knowing your ELLs guides teachers in their choices of teaching strategies to engage English Language Learners in class. 2) Teacher Preparation entails having adequate and proper resources to properly prepare teachers to deliver lessons more effectively at Young Achievers Academy. 3) School and classroom cultures that ensure expectations of success that promote student achievement for English Language Learners. 4) Language development is promoted through instructional strategies that focus primarily on literacy support. 5) English Language Learners develop learning strategies and critical thinking skills through instructional strategies specifically focused on comprehension. 6) Adequate professional development provides the best support for teachers in reference to programming, instruction, and advocacy in teaching English Language 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.]