The purpose of this qualitative, interpretive study was to investigate general education K-12 teachers' perceptions of instructional practices and professional development for teaching Spanish as a first language English Language Learners. Specifically, I investigated the instructional practices and professional development experiences of K-12 general education teachers in Georgia who worked with students who spoke Spanish as their first language and were learning English. Data were collected through a questionnaire from 15 general education teachers who met the study's criteria. The findings revealed that while teachers implemented various instructional strategies, there were significant gaps in their professional development, particularly in areas such as culturally responsive instruction and family engagement. Through this study, I concluded that schools and districts must provide more targeted, consistent, and sustained professional development to equip teachers better to support students learning English as a second language. These findings have important implications for improving English language learners' educational practices and support systems. [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.]