The number of English Learners (ELs) is growing across the United States, yet research indicates that teachers are not receiving enough professional development specifically focused on serving ELs (de Jong & Harper 2005). Teacher leader roles which incorporate both EL program management and supporting teachers in addressing the challenges of instructing this historically underserved student population are one way to address this gap. This article will focus on a year-long action research study I conducted while serving in a hybrid teacher-leadership role as both an EL teacher and middle school Instructional Coach (Margolis, 2012). After conducting a literature review on best practices related to both ELs and teacher learning, I facilitated a professional learning community (PLC) for teachers interested in learning how to make their instruction more accessible for ELs (DuFour, 2014). Qualitative data gathered during this study included field notes, interactive agendas during PLC meetings, and interviews, while quantitative data was gathered through a pre and post intervention survey. Findings revealed that a teacher-leader facilitator with knowledge of both language acquisition and methods to support adult learning influenced shifts in teacher perceptions, which then resulted in meaningful changes in teachers' mindset and practice. My research indicates that skillfully facilitated PLCs can build shared efficacy and cultures of learning that ensure equitable access to learning for culturally and linguistically diverse students. longer.