Pragmatics, the social language skills human beings use through everyday social interaction, is a critical and complicated segment of learning a new language. Thus, it is essential to teach pragmatics in English as a Second Language (ESL) classrooms and ESL teachers have pragmatic knowledge. This qualitative case study was designed to investigate community college ESL teachers' awareness and application of the field of pragmatics and explore if community college ESL teachers receive sufficient training in their TESOL preparation programs regarding teaching pragmatics. The purposefully selected sample was composed of 15 ESL instructors from a community college in the Mid-Atlantic Region. Semistructured interviews were used as the primary instrument, and observations and document review were utilized as a supportive data collection method. Inductive analysis was used, and the data were coded and organized according to the research questions, and analysis and interpretation of the findings were organized into five themes that were based on the study's conceptual framework, the Interaction Hypothesis. This research revealed that ESL instructors are not fully aware of the field of pragmatics, and the understanding of its application to their teaching practice is limited. The study elevates a number of opportunities for future research, highlights a strong need in the area of practice, and emphasizes the importance of integrating pragmatic learning and teaching in both ESL teachers' preparation programs and ESL programs.