There is a lack of research about the effective methods English language learners' (ELLs) teachers can use to motivate students to learn English as a second language by transmitting the importance and how they ensure successful student outcomes in all four language domains. Data that leads to effective motivational methods for English language teachers is needed so they can be better prepared to inspire ELLs with low academic achievement to reach grade-level standards and language mastery. The purpose of this qualitative exploratory case study was to explore what activities and teaching strategies Florida-certified ELL teachers use to motivate ELLs by transmitting the importance of learning English as a second language. The conceptual framework issued for this study was Bloom's (1968) mastery learning because its focus is avoiding teaching a new skill until students master the previous one. Participants were recruited through social media to answer a questionnaire and provide artifacts about the native languages present in their student population as well as the teachers, their teaching strategies and motivational methods, and artifacts used for the purpose of the study. The most common language among teachers and students was Spanish. Most participants used graphic organizers, group assignments, and praises to motivate the students to learn English as a second language. It was concluded that more research and training are needed so teachers can be more prepared on the topic of motivating students about the importance of learning English as a second language and to strive for language mastery. [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.]