Increasing numbers of learners of English in mainstream classrooms have precipitated the need to better prepare teachers to instruct in culturally and linguistically responsive ways. This study shares survey results that demonstrate how a graduate program consisting of intentionally designed coursework and coaching led participating educators to report (1) feeling better prepared to work with English Learners in their classrooms; (2) increased knowledge of English Learners, including better understanding of language acquisition; and (3) increased knowledge of best practices for working with English Learners in classrooms.