Effective teaching techniques continue to be a point of contention among educators. What pedagogical techniques work well is dependent upon geography and student demographics. The purpose of this qualitative single case study was to assess border educators' perceptions in regard to effective teaching techniques while working in the borderlands. For this study, one research question was asked: How do border educators perceive effective teaching techniques in borderland elementary schools? Purposeful sampling was utilized to recruit border educators. From recruitment, 10 border educators qualified for the study. The participants consisted of general education teachers, special education teachers, a school psychologist, a preschool teacher, and a speech pathologist. Data from two semistructured interviews were collected and then analyzed through an inductive analysis. In vivo and initial coding methods were used to identify salient words and phrases. From these codes, five themes emerged: address borderland challenges, create a collaborative environment in the classroom, incorporate sensory learning, create student-centered relatable lessons, and foster sense of community. Participants agreed no single teaching method will be successful for every teacher, in every grade, in every district. But they agreed upon techniques that were successful for their predominately Latinx, English learning students in the borderlands. Findings suggested that borderland educators should try the suggested techniques to see if they can be successful in other classroom settings. [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.]