This dissertation begins by examining certain underlying causes and factors impacting the performance of English Learners (ELs) in a Mid-Atlantic urban district through a comprehensive review of the literature. This analysis employs the PELP Coherence Framework, specifically arranging the underlying causes and factors by environment and framework components. A needs assessment follows, examining the background of educators and the impact of that background on their cultural and linguistic knowledge as well as their beliefs and preconceived notions about the inclusion of ELs. A potential intervention to address this discrepancy in performance will explore the instructional core and various factors that can support the interaction between an educator and EL through considerations of the sociocultural perspective and ultimately considering a transformative professional learning experience as a potential intervention. The three main findings of this study are: (1) participants experienced changes in their knowledge and misconceptions; (2) participants were more reflective about their beliefs after participation in the series; and, (3) participants felt the collaborative, diverse nature of study contributed to the effectiveness. [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.]