The purpose of this qualitative study is to determine whether Sheltered English Instruction Training (SEIT) has any impact on the perceptions and practices of content level secondary school teachers. SEIT is intended to counter preconceived notions about English Learners (ELs) by leveraging their cultural background to enhance personalized learning. School administrators who provide Sheltered English Instruction Training in the state of New Jersey were interviewed for this study via a 45 minute virtual meeting. Four major themes were identified: mindset, perceptions of ELs, continuous training, and accountability. Participants expressed a strong commitment to supporting ELs and believe in the value of SEIT. However, changing teachers' perceptions of ELs solely through SEIT is challenging, as some teachers equate lack of language proficiency with lack of intelligence, leading to lowered expectations. The participants highlighted the need for consistent, long-term support for teachers, and suggested that involving administrators in SEIT could better equip them to support teachers. Recommendations for further research include interviewing teachers in a long-range study and to conducting further research on the role administration plays in effectively implementing SEIT. [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.]